Early Years
Children run, jump, throw, catch, twist and turn at
different levels of ability depending on the quality of the
teaching and opportunities to practise them.
Research by Jess et al at the University of Edinburgh
notes that children need opportunities to be adaptable with
these moves by understanding space (where we move), effort
(how we move) and relationships ( who and what moves around
us).
These basic movement skills support all our physical
activity in later life. The extent to which we are
competent, and see ourselves as competent, is important to
developing self-efficacy. Research shows that self-efficacy
is a very important predictor of activity levels.
Families play an important role in a
child's physical activity. Parents can influence the
quality of a child's physical activity from birth by:
the way they hold their child -
gentle rolling, swaying, bouncing and turning can
all help a baby develop muscle mass and motor
skills
toys and how they use them -
these can stimulate and challenge babies to reach
out, sit up and move around
the environment they provide
for activity - children are more likely to
challenge themselves physically in environments
that are stimulating, safe and secure.
Developing skills that help a child to be
active do not 'just happen'. Motorskills (the skills that
allow them to move) develop when parents and carers expose
babies and children to supportive opportunities and
stimulating environments, such as those discussed
above.
Parents need to be given support to gain
the neccessary skills and confidence to take an active role
in helping their children enjoy an active life.
There is also evidence that parents and
siblings activity levels influence a child's activity
levels. In this situation, it is important that families
get support to be active.
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