How Active Play Facilities Foster Physical Literacy on 5-6 Years Old Children? Lesson From Jambi, Indonesia

Abstract

The purpose of this study was to determine the effect of the availability of active playing facilities on the physical literacy of children aged 5-6 years who are currently undergoing education at ECE (Early Childhood Education) centers in three sub-districts of Jambi City, Jambi Province. This study uses a comparative quantitative approach with ex-post facto techniques. The samples were determined using a convenience sampling technique involving 100 children in five PAUD institutions. Data collection was carried out through direct observation with data analysis using the F test and Tukey test. The results showed that there were differences in the level of physical literacy between groups of children in institutions with the availability of complete active play facilities compared to groups of children in institutions with incomplete availability of active play facilities.

Systematic review of educator behaviours associated with physical activity of early years children

“…When gender was reported, 51.6% of the total number were male. Similarly, not all studies reported the specific age breakdown of the children (Fossdal et al, 2018; Librianty & Yetti, 2021; Tonge et al, 2021), and the average age of those that did was 4.5. The total number of educators was 687 (7.96% male) with an average age of 39.2.…”

“…The total number of educators was 687 (7.96% male) with an average age of 39.2. However, as with the child‐level data, not all studies reported educator age (Brown et al, 2009; Carroll et al, 2023; P. Cheung, 2020; Kahan et al, 2016; Krogager Albertsen et al, 2023; Librianty & Yetti, 2021; Woodfield et al, 2022) or gender (Brown et al, 2009; Carroll et al, 2023; Krogager Albertsen et al, 2023; Librianty & Yetti, 2021; Woodfield et al, 2022) details. Supporting Information provides an overview of this data.…”

“…All manuscripts were published between 2016 and 2023, except for one that was published in 2009. Four studies were completed in the United States (Brown et al, 2009; Carroll et al, 2023; Kahan et al, 2016; Rech et al, 2023), three in Norway (Fossdal et al, 2018; Krogager Albertsen et al, 2023; Nilsen et al, 2023) and one in each of Australia (Tonge et al, 2021), Indonesia (Librianty & Yetti, 2021), Hong Kong (P. Cheung, 2020) and England (Woodfield et al, 2022). While the inclusion criteria for a study were between zero and eight, all children in the included studies were between the ages of two and six.…”

“…While the inclusion criteria for a study were between zero and eight, all children in the included studies were between the ages of two and six. Studies used a variety of designs, including three cohort studies (Brown et al, 2009; Carroll et al, 2023; Fossdal et al, 2018), three cross‐sectional (Krogager Albertsen et al, 2023; Nilsen et al, 2023; Tonge et al, 2021), one observational (Woodfield et al, 2022), one case‐control (P. Cheung, 2020), one mixed methods (Rech et al, 2023), one multiple baseline across‐subjects withdrawal design (Kahan et al, 2016) and one retrospective non‐experimental design (Librianty & Yetti, 2021).…”

“…For data collection of child PA levels, one study used pedometers (P. Cheung, 2020), four used accelerometers (Carroll et al, 2023; Fossdal et al, 2018; Nilsen et al, 2023; Tonge et al, 2021), four used observation (Brown et al, 2009; Krogager Albertsen et al, 2023; Librianty & Yetti, 2021; Woodfield et al, 2022) and two used observation and accelerometers (Kahan et al, 2016; Rech et al, 2023). Data on educator behaviour was collected in several ways, including one study that used a pedometer (P. Cheung, 2020), two used an accelerometer (Nilsen et al, 2023; Tonge et al, 2021), one used accelerometers and observation (Rech et al, 2023), one used accelerometers and a questionnaire (Fossdal et al, 2018), three used direct observation (Carroll et al, 2023; Krogager Albertsen et al, 2023; Woodfield et al, 2022) and one used a self‐assessment questionnaire (Librianty & Yetti, 2021). Two studies did not measure the behaviour of the educators, but rather the impact of the educator‐led intervention on child PA level (Brown et al, 2009; Kahan et al, 2016).…”