Teacher Roles and Activeness in Early Childhood Physical Literacy in Indonesia (Preliminary Study to Create Physical Literacy Modules for Early Childhood Teachers) Aryati, Elindra Yetti, Herwina Dewi Librianti, Mohamad Syarif Sumantri, Tuty Tarwiyah
University of Jakarta
Abstract
Abstract
Promoting physical literacy is closely related to promoting physical activity. Physical activity provides so many benefits not only on the health aspects of the body but also on the function of cognition. Conversely, low levels of physical activity, especially at an early age, have an effect on poorer brain memory performance. In preschool institutions, it is found that the pedagogical, diagnostic, and practical skills of ECCE teachers are very limited in effectively developing children^s physical literacy. They are unprepared to train children^s movement competence or facilitate physical activity, including in Indonesia. The managers should make movement and physical activity part of holistic development and intentionally incorporate them into their daily activity schedule, both structured and unstructured physical activity, as opportunities for children to develop their physical literacy components including motivation, confidence, physical competence, knowledge, and understanding. This research is quantitative research using the survey method. The sample was taken by Purposive sampling consisting of teachers and kindergarten students. 100 teachers came from kindergartens accredited A, B, and C (100% girls) and 100 kindergarten students who met a good Body Mass Index (girls 42.73%). Data collection using physical literacy instruments (for students) and teacher activeness role instruments (for teachers). While data analysis uses Descriptive and Correlational Statistics. Physical literacy instruments for early childhood use Pre-PLAy or Preschool Physical Literacy Assessment, which consists of three domains: physical competence, coordinated movement, and motivation and enjoyment. The physical literacy score data of children in the high teacher engagement group (A1) with n 67 children has a score range of 51 which is the difference between the maximum score of 145 and the minimum score of 94. While the mean value is 114.61 with a median value of 113, mode 105
Keywords: Physical literacy, teacher competency and preschooler^s
