International research shows that children with better motor skills have improved academic and cognitive abilities and also enhanced physical activity levels as adolescents and adults. Currently, opportunities for physical activity are limited for young children in early childhood education (ECE) in New Zealand. It appears teachers lack confidence in providing a wide range of physical activity opportunities due to limited information, knowledge and skills. We believe that were teachers provided specific physical literacy professional development opportunities then there will be benefits to staff, children, parents and ECE centre owners.
This study aimed to examine the effect of a 10-week physical activity intervention in an early childhood education setting on a) teacher’s professional learning and development (PLD) and b) fundamental movement skill in 3-4-year-old children. A further aim was to examine child and teacher responses after 3-month follow-up.