At the top of the current discussion list at IFS is physical literacy, which follows on from reports released recently about the alarming effects of inactivity across Australia. In this blog, I’m including one such report from a friend of mine at Canberra University who we will be collaborating with in regards to our programs at college.
“Recent estimates put the cost of physical inactivity to the Australian economy at $13.8 billion per year, as a result of healthcare costs ($0.72- 1.5bn), lost productivity ($9.3bn) and premature mortality ($3.8bn).
Sedentary lifestyles are the fourth highest risk factor in reducing Australian productivity, behind smoking, high blood pressure and obesity (two of which can be reduced by being more active).
Australians need to get moving.
However, physical activity guidelines for children and adults alike are frequently not achieved. Australia needs to ensure its citizens are willing and able to be more physically active, and this can start at pre-college and primary college. Early years physical education (PE) is, by necessity, often delivered by teachers with limited training in PE; limited access to trained PE professionals, and severe constraints on time and resources.
Consequently, the quality of children’s early experiences in physical activity can be highly variable. If children’s early experiences of being physically active fail to be enjoyable and build basic movement capacities, then children will be less likely to try, enjoy, and succeed in their future physical challenges. This ‘vicious circle’ of failure and demotivation creates Australians who neither value nor enjoy physical activity, and who inexorably become sedentary – with all the associated risks this brings.
As a solution to the above problem, this report presents the case for increasing physical literacy amongst children in Australia, with a view to promoting physical activity and healthy lifestyles.
Physical literacy is a concept capturing:
1. the ability to move effectively;
2. the desire to move;
3. the perceptual abilities that support effective movement;
4. the confidence and assurance to attempt movement challenges; and,
5. the subsequent ability to interact effectively with their environment and other people.
Notably, this description is quite distinct from sporting prowess, athleticism, cardiovascular fitness, or time spent being active, which are amongst a long list of positive outcomes produced by becoming physically literate from a young age.
To ingrain physical literacy in the early years, Australian children must be supported in developing the ability to move proficiently, the confidence and willingness to try new activities, and an awareness of the importance of physical activity for health.
In addition to enhanced lifelong health, physical activity in childhood has been shown to provide immediate short-term health benefits – both physical and mental – improved educational attainment, and enhanced life skills.
These benefits also track into later life, such that physically active children are more likely to become active adults than sedentary ones, and physically inactive kids tend to become inactive adults.
In short, physical literacy and active lifestyles allow children to be fitter, smarter, happier and healthier, for life”.
Authors(s) Ordway, Catherine
Senior Lecturer (Sports Governance & Policy; Sports Research & Practice)
PhD Candidate (governance & leadership; gender equity & diversity; culture & integrity)
University of Canberra
Sport & Exercise Science Discipline/
UC-RISE Research Institute of Sports & Exercise
Faculty of Health
Keegan, Richard
Keegan, Sarah
Daley, Sandy
Ordway, Catherine
Edwards, Allan
We’re very excited to be at the forefront in this area with our IFS progams addressing many of the issues raised and we look forward to working with Catherine and others in this field.
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