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Program Impact on Physical Literacy
Schools, recreational programs and sport associations are responsible for delivering proper physical literacy. This can be a challenge, but without it, these organizations and children alike suffer. Early childhood educators do their part in promoting physical literacy, but parents and caregivers must address programs and organizations as well.
Making physical literacy a priority requires changes and cooperation from schools, recreational programs and sport organizations. This can be challenging, but joint action will help ensure that the young person – regardless of gender, ethnicity or ability – develops their physical literacy skills.
While early childhood educators can introduce young children to new games and activities, parents and caregivers must demand that schools, pre-school and day care centres, community recreation centres and sport organizations make physical literacy a priority. Programs should be child-development centred rather than sport centred.
Basic rhythm skills developed during the early years will make lifelong involvement in dance, music and other artistic activities a possibility. Parents should support organizations that offer such programs and foster physical literacy.
Where possible, avoid programs that do not offer sufficient physical activity. Not being physically literate has consequences for schools, recreation programs and organized sports as well as the child.
A lack of physical literacy means:
- Time-consuming remedial efforts by physical education teachers, and negative attitudes towards the subject by students in secondary schools.
- Children and youth are less likely to take part in recreational programs for fitness, health and enjoyment, which reduces enrollment.
- Fewer potential athletes within sports organizations, which leads to diminished player pools for local, provincial and national teams.
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- Athletes with Disabilities
- Health Practitioners
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- Women and Girls