YMCA Victoria - Healthy Bodies program

“Are we doing Healthy Bodies today?” (Student)

“I feel tired, but I feel good, I liked the games.”(Student)

Physical literacy outcomes

Healthy Bodies helped children develop across all four domains of physical literacy – physical, psychological, social and cognitive.

PHYSICAL

• Movement skills - students self-reported improvement in running, skipping, throwing, catching and kicking skills. Popular games were repeated to maintain enjoyment and provide opportunities for physical skill development.
• Object manipulation - activities were modified to suit different abilities and ensure everyone participated e.g. using larger softer balls and smaller sized teams.

PSYCHOLOGICAL

• Self-Regulation (emotions and physical) - students reflected before and after each session on their feelings about being active. This gave them an opportunity to develop their physical and emotional self-regulation skills.
• Motivation - student reflection allowed deliverers to modify games and activities when needed to keep students motivated and engaged.
• Confidence - students self-reported enjoying seeing their physical skills improve, which resulted in increased confidence.
• Engagement and Enjoyment - deliverers focused on a games-based approach rather than repetitive ‘drills’, as students enjoyed this style of learning.

SOCIAL

• Relationships - deliverers focused on using language that promoted the development of positive relationships between students e.g. cheering on their team mate if they were waiting their turn.
• Collaboration - students were observed helping each other learn the skills and rules of games.
• Ethics - deliverers rewarded students for good behaviour towards each other, such as displaying good sportsmanship.

COGNITIVE

• Content knowledge - students learnt correct terminology for movements and techniques that could then be applied to other games and activities.
• Strategy and planning- students were empowered to create their own rules and games, consolidating their content knowledge and allowing opportunities to develop tactics, strategy and planning.

Key findings

1

Students were highly engaged by the games based approach and the variety of activities.

2

Students built their confidence over the course of the program and showed improvements across all four domains of physical literacy.

3

The program successfully used the captive setting of out of school hours care to reach a target cohort (young children) and develop their physical literacy.

4

Relationships within the group were visibly strengthened when the deliverer joined in games and activities.

5

The setting provided a valuable communication channel to reach and inform parents about how their child was developing a positive relationship with physical activity.

6

The extent of development was dependent on the quality and experience of the deliverer. This shows how a skilled workforce positively impacts physical literacy development.

7

Students developed a good sense of self as they were provided with opportunities to talk about how they were feeling before and after the Healthy Bodies sessions.

“I am excited because I can’t wait for the games.”(Student)