Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

Kristy Howells, Catherine Carroll-Meehan

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Abstract

This study explored early years’ practitioners’ and teachers’ attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). Physical activity guidelines for children and young people. Retrieved July 15, 2015, from www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-peopole.aspx] within the curriculum for young children [Department for Education (DfE). (2013). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown; Department for Education (DfE). (2014). Statutory framework for the early years’ foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown]. Using an online questionnaire, data were analysed using thematic framework and statistically. Fifty-nine respondents came from early years’ settings, including nurseries, pre-schools and primary schools. The findings suggest that there is a lack of confidence in knowing what to do to support and sustain physical activity. Further research is needed to identify if this is a national trend; this is the next steps of our research, as is the development of resources to help support confidence and the delivery of physical activity for young children.
Original languageEnglish
JournalEarly Child Development and Care
Early online date18 Mar 2017
DOIs
Publication statusEarly online - 18 Mar 2017

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