Summary

What is this new concept of physical literacy?

A child’s motor skills are one of the most important predictors of high levels of physical activity in adulthood (Stodden, 2017). This training will address the innovative concept of physical literacy and the stages of development between 0-12 years of age from the perspective of overall health and academic achievement.

Physical literacy represents the set of fundamental abilities and values (motivation, confidence, foundations, skills, knowledge, and responsibilities) that enable a person to move with mastery in a variety of physical, athletic, and rhythmic activities.

Joël Beaulieu is a doctoral student in psychopedagogy who trains and coaches several professionals in the field of child motor development. He has been a consultant for the Ministère de l’Éducation, du Loisir et du Sport and a specialist in education sciences at the Département des sciences de l’activité physique at UQTR. Currently, he is the founding president of the consulting firm A+ Action, which specializes in motor skills and sports pedagogy. Joël Beaulieu, Ph.D. (c), a doctoral student in psychopedagogy specializing in motor skills, offers training on fundamental motor skills to be developed in children aged 5 to 12.

Objectives

1. Know the developmental landmarks of children in gross motor skills (cognitive and neuromotor evolution, critical motor programming period)
2. Understand children’s basic physical activity needs (Physical activity standards and prescription, diversification, specialization, free play vs. structured play)
3. Know the stages of physical literacy (Basic, Excellent, and Lifetime levels)
4. Know the major components of gross motor and fundamental motor skills (Muscle tone, balance and coordination)
5. Understand the impacts of motor development on academic achievement
6. Understand the impacts of motor development on overall health
7. Know the roles of the health care professional on a child’s motor skill level
8. Know the screening tests for gross motor skills (Ulrich, MABC)
9. Be able to qualitatively assess fundamental motor skills using simple benchmarks (not acquired, developing and acquired)
10. Be able to prescribe stimulus exercises in facilitating practice settings to improve the deficits identified in the tests

Target professionals

Content is not intended for use outside the scope of the learner’s license or regulation. Continuing education courses should not be taken by people who are not licensed or regulated.This does not apply when they are part of a specific plan of care. By participating in this course, the participant agrees to respect his/her professional scope of practice.