Research published in the Psychology of Sport and Exercise Journal found that Primary School teachers who completed KIDDO's Certificate of Physical Literacy:
- Had significantly higher physical literacy knowledge and application
- Were more confident to deliver physical literacy, valued physical literacy more and faced fewer barriers to delivering physical literacy programs
This ground-breaking study concluded that Early Childhood Educators who completed KIDDO's Certificate of Physical Literacy for Early Childhood Educators:
- Scored higher in physical literacy knowledge and the application of physical literacy in their programs
- Reported higher levels of confidence in delivering physical activity
- Experienced fewer perceived personal barriers to physical activity
Children who participated in an KIDDOs Fundamental Movement Skill (FMS) program over 8 weeks demonstrated:
- Significantly better FMS development
- More confidence to be physically active
Gross motor skill development is vital for health and development in the early years. In research by Veldman and colleagues from Early Start at The University of Wollongong, they found that:
- 13% of children were not on track developmentally for gross motor skills.
- Children in low-income communities, particularly boys, and underweight and overweight children have a higher chance of being at risk of gross motor delay.
Lubans and colleagues conducted research providing an overview of the evidence supporting the significance of fundamental movement skill (FMS) development during childhood. It highlights how FMS development influences physical activity levels from childhood to adolescence, contributes to health-related fitness, and helps reduce the risk of becoming overweight or obese.
Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents: review of associated health benefits. Sports medicine, 40, 1019-1035.
School-based and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
Morgan PJ, Barnett LM, Cliff DP, et al. Fundamental movement skill interventions in youth: a systematic review and meta-analysis. Pediatrics. 2013:peds. 2013-1167.
In this foundational study, Barnett and colleagues found that developing a child's confidence or self-perception of their physical activity competence is an important factor in determining both childhood and adolescent physical activity participation and fitness.
Barnett, L. M., Morgan, P. J., van Beurden, E., & Beard, J. R. (2008). Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. International journal of behavioral nutrition and physical activity, 5(1), 1-12.
The Australian 24 hour movement guidelines for the early years recommend that children aged from 1- 5 years should spend at least 3 hours in a variety of physical activities, including energetic play (with at least 60 minutes for pre-schoolers), spread throughout the day – more is better. If you're a KIDDO member, you can download our 24 hour movement guidelines poster >
National Physical Activity and Sedentary Behaviour, and Sleep Recommendations for Children (Birth to 5 years), Australian Government Department of Health (2017)
Research found that:
- Childrens executive function improved across all related assessments following the physical activity breaks
- They also reported more positive mood states, higher motivation and higher self-efficacy following the physical activity.
That's why we've created programs featuring "Morning Fitness" and "Brain Break" activities suitable for the classroom.
Cognitively engaging active breaks can improve brain efficiency in the dorsolateral prefrontal cortex, the neural substrate of executive functions, as well as response inhibition, via effects partially mediated by the change in sitting/stepping time. Active breaks can reduce sitting, increase standing/stepping, and improve on-task behaviour.
All of KIDDO's ready-made, curriculum-aligned programs and lesson plans feature morning fitness and brain breaks.
Try KIDDO for FREE
Mazzoli, E., Salmon, J., Teo, W. P., Pesce, C., He, J., Ben-Soussan, T. D., & Barnett, L. M. (2021). Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses. Plos one, 16(7), e0253733.
The KIDDO FMS assessment is based on the four item, Stay-in-Step assessment, a valid and reliable tool that can be done quickly with large groups. The objective nature of the measures ensures a high level of reliability over time and between assessors. As the assessor does not require an extensive understanding of movement competencies to administer the test, this approach is useful for generalist teachers or professionals without a background in human movement (Hands & Larkin, 1998).
Over 35,000 students have been assessed using KIDDOs online FMS tool. Try it out and measure, assess, benchmark and report with ease. Check out our guide (and video) on assessing FMS with KIDDO
Larkin, D., & Revie, G. (1994). Stay in step: A gross motor screening test for children K-2. Hands, B., & Larkin, D. (1998). Australian tests of motor proficiency: What do we have and what do we need? The ACHPER Healthy Lifestyles Journal, 45(4) Spray, J. A. (1987). Recent developments in measurement and possible applications to the measurement of psychomotor behavior. Research Quarterly for Exercise and Sport, 58, 203-209.
This research provides evidence for the validity of KIDDO’s Fundamental Movement Skill assessment tool as a valid measure with children aged 3-8 years in school settings as compared to the gold-standard tools used in research and clinical settings, the Test of Gross Motor Development- 2 (TGMD).
This study seeks to understand parents' attitudes, knowledge and confidence regarding developing the physical literacy of their children.
This research will identify the barriers and enablers to implementing a physical literacy program in early childhood education and care (ECEC) settings and provide important information for the successful implementation of physical literacy interventions across the ECEC sector.