Highlighting Into Early Childhood Teacher's Support of Children’s Physical Literacy Through Active Play

Herwina Dewi Librianty, Yufiarti Yufiarti, Yennizar N, Novi Susanti


This study aims to find out the level and form of teacher support in active play as an effort to develop children's physical literacy. A strong base of physical literacy from an early age is believed to be a driving force for children to love physical activity throughout their lives. This study used a survey research approach by distributing questionnaires to 37 teachers from 5 early childhood education institutions in Jambi City. The data were analysis using descriptive statistics, namely describing the data that had been collected in the form of tables and histograms. The results of the study show that support as a motivator is the strongest support given by the teacher in active play, while support as a stage manager is the weakest support compared to other supports. Basically, highlighting teacher support in active play is a positive input for finding the best way to implement motor development and physical activity policies and practices for early childhood. Teachers play a crucial role in supporting children's physical literacy through active play. However, further research involving a larger sample and a variety of contexts may provide a deeper understanding of this topic. It should be noted that the quality of teacher support and involvement in active play is very important as an effort to help teachers find the best ways to develop and implement motor development and physical activity practices for early childhood. Appropriate teacher support and involvement in active play will be the main key in efforts to encourage the development of physical literacy from an early age.


Physical Literacy; Active Play; Teacher; Children

Full Text:



Abd El-Hady, S. S., Abd El-Azim, F. H., & El-Talawy, H. A. E. A. M. (2018). Correlation between cognitive function, gross motor skills and health – Related quality of life in children with Down syndrome. Egyptian Journal of Medical Human Genetics, 19(2), 97–101. https://doi.org/10.1016/j.ejmhg.2017.07.006

Active Healthy Communities, & York Region Public Health. (2020). Physical Literacy Handbook For Early Childhood Educator. In York Region Public Health. https://doi.org/10.5040/9781492596318.ch003

Active Healthy Kids Canada. (2013). Active Healthy Kids Canada. Are We Driving Our Kids to Unhealthy Habits? 20–23.

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Martínez-Hortelano, J. A., & Martínez-Vizcaíno, V. (2017). The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 56(9), 729–738. https://doi.org/10.1016/j.jaac.2017.06.012

Aras, S. (2016). Free play in early childhood education: a phenomenological study. Early Child Development and Care, 186(7), 1173–1184. https://doi.org/10.1080/03004430.2015.1083558

Bonavita, S., & Tedeschi, G. (2017). Neural Structure, Connectivity, and Cognition Changes Associated to Physical Exercise. In Physical Activity and the Aging Brain: Effects of Exercise on Neurological Function. Elsevier. https://doi.org/10.1016/B978-0-12-805094-1.00012-5

Brown, W. H., Googe, H. S., McIver, K. L., & Rathel, J. M. (2009). Effects of teacher-encouraged physical activity on preschool playgrounds. Journal of Early Intervention, 31(2), 126–145. https://doi.org/10.1177/1053815109331858

Chen, C., Nakagawa, S., An, Y., Ito, K., Kitaichi, Y., & Kusumi, I. (2017). The exercise-glucocorticoid paradox: How exercise is beneficial to cognition, mood, and the brain while increasing glucocorticoid levels. Frontiers in Neuroendocrinology, 44, 83–102. https://doi.org/10.1016/j.yfrne.2016.12.001

Clements, R. L., & Scheider, S. L. (2017). Moving With Words & Action : Physical Literacy For Preschool and Primary Children. In R. Vallese (Ed.), Human Kinetics. Society Of Health and Physical Educator America. https://doi.org/10.1017/CBO9781107415324.004

Colley, R. C., Garriguet, D., Adamo, K. B., Carson, V., Janssen, I., Timmons, B. W., & Tremblay, M. S. (2013). Physical activity and sedentary behavior during the early years in Canada : a cross-sectional study. International Journal Of Behavioral Nutrition and Physical Activity, 10, 1–9.

Connelly, J., Champagne, M., & Manningham, S. (2018). Early Childhood Educators ’ Perception of Their Role in Children ’ s Physical Activity : Do We Need to Clarify Expectations ? Journal of Research in Childhood Education, 1–12. https://doi.org/10.1080/02568543.2018.1464979

Dinham, J., & Williams, P. (2019). Developing Children’s Physical Literacy: How well prepared are prospective teachers? Australian Journal of Teacher Education, 44(6), 53–68. https://doi.org/10.14221/ajte.2018v44n6.4

Fleer, M. (2015). Pedagogical positioning in play – teachers being inside and outside of children ’ s imaginary play. Early Child Development and Care, September. https://doi.org/10.1080/03004430.2015.1028393

Hadley, E. (2010). Playful Disruption. Early Years : An International Research Journal, 22(December 2014), 10–17. https://doi.org/10.1080/09575140120111472

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The Case of Brain Science and Guided Play : A Developing Story. Young Children NAEYC, 72(2), 45–50.

Hussain, H. (2016). Exploring physically active play in the early childhood curriculum from a complexity thinking perspective. Sport, Education and Society, 0(0), 1–21. https://doi.org/10.1080/13573322.2016.1208648

Hyndman, B. P., Benson, A., & Telford, A. (2016). Active play : exploring the influences on children ’ s school playground activities. American Journal Of Play, 8(3), 325–344.

Hyndman, B. P., & Lester, L. (2016). The Relationship between Elementary School Children’s Enjoyment of School Playground Activities and Participation in Physical Activity during Lunchtime Recess. Children, Youth and Environment, 25(1), 80–99.

Janssen, I. (2015). Active play: An important physical activity strategy in the fight against childhood obesity. February. https://doi.org/10.17269/cjph.105.4154

Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers ’ engagement and students ’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274–284. https://doi.org/10.1016/j.tate.2016.12.018

Longmuir, P. E., & Tremblay, M. S. (2016). Top 10 Research Questions Related to Physical Literacy. Research Quarterly For Exercises and Sport, 87(1), 28–35. https://doi.org/10.1080/02701367.2016.1124671

López-vicente, M., Garcia-aymerich, J., Torrent-pallicer, J., Forns, J., Ibarluzea, J., Lertxundi, N., González, L., & Valera-gran, D. (2017). Are Early Physical Activity and Sedentary Behaviors Related to Working Memory at 7 and 14 Years of Age? The Journal of Pediatrics, 1–8. https://doi.org/10.1016/j.jpeds.2017.05.079

Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum ( SPARK ) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097

Lounsbery, M. A. F., & McKenzie, T. L. (2015). Physically literate and physically educated: A rose by any other name? Journal of Sport and Health Science, 4(2), 139–144. https://doi.org/10.1016/j.jshs.2015.02.002

Lynch, M. (2015). More Play , Please The Perspective of Kindergarten Teachers on Play in the Classroom. American Journal Of Play, 7(3), 347–370.

Macnamara, Á., Collins, D., & Giblin, S. (2015). Just let them play ? Deliberate preparation as the most appropriate foundation for lifelong physical activity. Frontiers In Psychology, 6(8 October), 8–11. https://doi.org/10.3389/fpsyg.2015.01548

Mandigo, J., Francis, N., & Lodewyk, K. (2012). Physical Literacy Concept Paper Ages 0-12 Years. 1–71.

Martin, R., & Murtagh, E. M. (2015). An intervention to improve the physical activity levels of children: Design and rationale of the “Active Classrooms” cluster randomised controlled trial. Contemporary Clinical Trials, 41, 180–191. https://doi.org/10.1016/j.cct.2015.01.019

Maude, P. (2013). Growing Physical Literacy in the Young Child. In B. Weinberg (Ed.), Feature: Physical Literacy (65th ed., pp. 109–114). International Council of Sport Science and Physical Education (ICSSPE).

Mcclintic, S., & Petty, K. (2015). Exploring Early Childhood Teachers ’ Beliefs and Practices About Preschool Outdoor Play : A Qualitative Study. Journal of Early Childhood Teacher Education, 36(February), 37–41. https://doi.org/10.1080/10901027.2014.997844

Mclachlan, C., Smith, J., Mclaughlin, T., Ali, A., Conlon, C., Mugridge, O., & Foster, S. (2017). Development of Teachers ’ Knowledge and Skills in Implementing a Physical Education Curriculum : A New Zealand Early Childhood Intervention Study. International Journal of Early Childhood, June. https://doi.org/10.1007/s13158-017-0190-8

Newport, A. (2013). Helping young children in the early Years to foster a lifelong Love of being physically active. In B. Weinberg (Ed.), Feature: “Physical Literacy” (65th ed., pp. 115–121). International Council of Sport Science and Physical Education (ICSSPE).

Roach, L. (2016). Project PLaY : Physical Literacy in the Early Years Examining The Effects and Relative Enjoyment of Structured and Play Based Fundamental Movement Skill Intervention in Preschool Children. Dalhousie University.

Schumacher, B. (2017). A Study Of Preschool Teachers ’ Incorporation Of Nutrition And Physical Activity In Their Classrooms. Southhern Illinois University Carbondale.

Shi, Y. (2017). Explore children ’ s outdoor play spaces of community areas in high- density cities in China : Wuhan as an example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118

Tandon, P. S., Saelens, B. E., & Christakis, D. A. (2015). Active play opportunities at child care. Pediatrics, 135(6), e1425–e1431.

Taylor, B. (2018). Does Children ’ s Physical Literacy Mediate the Relationship Between Age and Se dentary Behaviour ? (Issue March). Dalhousie University.

Tremblay, M. S., Leblanc, A. G., Kho, M. E., Saunders, T. J., Larouche, R., Colley, R. C., Goldfield, G., & Gorber, S. C. (2011). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 8, 1–22.

Truelove, S., Vanderloo, L. M., & Tucker, P. (2017). Defining and Measuring Active Play Among Young Children : A Systematic Defining and Measuring Active Play Among Young Children : A Systematic Review. Journal Of Physical Activity and Health, 14(April 2017), 155–166. https://doi.org/10.1123/jpah.2016-0195

Tsai, C. (2015). Am I Interfering ? Preschool Teacher Participation in Children Play. Universal Journal of Educational Research, 3(12), 1028–1033. https://doi.org/10.13189/ujer.2015.031212

Watchman, T., & Spencer-cavaliere, N. (2017). Times have changed: Parent perspectives on children’s free play and sport. Psychology of Sport & Exercise. https://doi.org/10.1016/j.psychsport.2017.06.008

Whitehead, M. (2013a). Stages in Physical Literacy Journey. In B. Weinberg (Ed.), Feature: “Physical Literacy” (65th ed., pp. 52–56). International Council of Sport Science and Physical Education (ICSSPE).

Whitehead, M. (2013b). The History and Development of Physical Literacy. In B. Weinberg (Ed.), Feature: “Physical Literacy” (65th ed., pp. 22–28). International Council of Sport Science and Physical Education (ICSSPE).

World Health Organization. (2018). Physical activity for health More active people for a healthier world : draft global action plan on physical Activity 2018-20130: Vol. A71/18 (Issue March).

DOI: http://dx.doi.org/10.18415/ijmmu.v11i1.5249


  • There are currently no refbacks.

Copyright (c) 2024 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
Copyright © 2014-2018 IJMMU. All rights reserved.