Development of physical literacy and movement competency: a literature review

Abstract

Physical literacy was established to explain the knowledge and competence children ideally demonstrate for lifelong health and wellness. Current physical literacy assessment is quantified by how well a child performs fundamental movement skills which include a static balance, vertical jump, sprint, catch, hop, leap, side gallop, kick, skip, strike, throw and dodge. Fundamental movement skills are included in physical literacy and physical education programs because of documented associations to lifelong participation in physical activity, health benefits and sporting success. However the available evidence is less clear about the underlying causes contributing to the decline in skill proficiency observed in school children. Foundation movements have been proposed to assess movement capabilities and possible deficiencies in youth and include a squat, lunge, push, pull, hinge, brace and rotation. Foundation movements are naturally developed during infancy. Foundation movements appear to have movement and biomechanical similarities to specific sport skills, recreational activities or activities of daily living. However currently there has been no rigorous research to support foundation movement’s efficacy as a screening tool. Whilst research into foundation movements is apparent, focus is placed on the associated fitness related outcomes, quantifying load or muscular strength, exercise prescription for the adult population, or the authors have not provided a description of movement criteria. The significance of the squat, lunge, push, pull, hinge, brace and rotation are described, evidence for each technique is synthesized and the relationship to fundamental movement skills is analysed. The purpose of this paper was to evaluate the relationship that foundation movements have with fundamental movement skills. The literature review highlights a need for a preliminary assessment of physical competence appropriate for all populations.

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