University-based physical literacy programming for children

Canadian community stakeholders’ recommendations

Datos Bibliográficos

ID22944913
AutoresKyoung June Yi (0000-0002-1064-2598, University of Manitoba, autor de correspondencia), Erin Cameron (0000-0002-3529-9247, Lakehead University), Matthew Patey (University of South Carolina), Angela Loucks‐Atkinson (0009-0009-9567-3040, Memorial University of Newfoundland), Angela Loucks-Atkinson (Memorial University of Newfoundland), TA Loeffler (0000-0003-2245-3935, Memorial University of Newfoundland), T A Loeffler (Memorial University of Newfoundland), Erin Mcgowan (0000-0003-2591-5840, Memorial University of Newfoundland), Anne‐Marie Sullivan (Memorial University of Newfoundland), Anne-Marie Sullivan (Memorial University of Newfoundland), Christopher Borduas (0000-0002-0325-2997, Memorial University of Newfoundland), Richard Buote (0000-0001-7981-7854, Memorial University of Newfoundland)
Año2019
Volumen34
Número5
Páginas992-1001
Fecha de publicación2019-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth Promotion International (JOURNAL)
Identificadores de la revistaISSN: 0957-4824 • E-ISSN: 1460-2245
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/day063
PMID30085033
OpenAlexW2885923414
IdiomaEN
Citas recibidas5
Referencias citadas26

‘Physical literacy’ (PL) education—that is, teaching foundational skills, attitudes, behaviors and knowledge about lifelong involvements in physical activities, is an important aspect for health promotion among children. Universities have been playing a critical role by teaching future PL professionals. Additionally, various universities have offered university-based PL programming for neighborhood children as a way of public health promotion service and community engagement. However, this additional role of universities and the ways of promoting the quality of this type of health promotion service programming have not been investigated in the current research literature. Therefore, the purpose of this study was to identify the practicable strategies to enhance the quality of university-based PL programming for children from the perspectives of community stakeholders. Overall, 24 community stakeholders who held professional positions that are related to PL education participated in a 90-min focus group interview. This grounded theory study identified that university-based PL programming for children should be (i) inclusive, (ii) collaborative, (iii) welcoming and (iv) responsive. Practical suggestions and recommendations were also provided. This study has provided empirical knowledge to prioritize aspects for the future actions in planning and implementing university-based PL programming for children and informed for further cross-cultural comparisons amongst the perspectives of participants, university service providers and community stakeholders. The knowledge acquired from this research will also be translated to university service providers who operate similar type of health promotion service programming to the public.

Health literacy · Literacy · Pedagogy · Political science · Public relations · Sociology · Child Development and Digital Technology · Children's Physical and Motor Development · Obesity, Physical Activity, Diet · Psychology