The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

Abstract

In 2008, the Welsh Assembly Government began the implementation of a new holistic play-based learning continuum for children aged three to seven called the Foundation Phase. Areas of learning replaced subjects and consequently pupils in Wales under the age of seven no longer study Physical Education in its traditional form. With growing recognition of the importance of physical literacy and the role that Physical Education plays in its development, a three-phase complementarity mixed methods study explored the impact of this new curriculum on pupils' physical literacy, finding that the Foundation Phase makes a positive contribution to the development of physical literacy. This paper reports on two phases of that study to examine what the Foundation Phase is and how it is enacted in schools that have been identified as showing good practice. Phase one used documentary analysis and semi-structured interviews to gain an in-depth analysis of the curriculum. Phase two used mixed methods to ascertain fidelity of curriculum implementation. Findings suggest that the schools in the study were implementing the Foundation Phase with fidelity to the original aims of the policy makers and as such pupils were independent, motivated active learners making good progress in the development of physical literacy. ARTICLE HISTORY

Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives

“…These results emphasize that the physical literacy design developed has a high degree of validity, so it is feasible to be implemented in the field or in the process of learning physical education. This process of assessment or validation of physical literacy is also relevant to some of the results of the development of physical literacy models in several countries, most of experts in assessing the physical literacy model in their countries through Delphi studies [14], [26], [31], [48] or by mixed methods [49], [50]. However, the results of this quantitative analysis, can not be used as the only basis in justifying the validity of physical literacy design, it takes review and responses textually or verbally from experts to obtain a more credible validity results, both in content/main idea, construction, application, and assessment.…”

“I Wasn’t Sure What It Meant to Be Honest”—Formative Research Towards a Physical Literacy Intervention for Preschoolers

“…Although changes to the curriculum would require time to adapt via appropriate lesson plans or provide alternate teaching/learning tasks that could incorporate these approaches, there would be no additional financial costs for children's centres. This approach has previously been trialed in Wales, with the implementation of a holistic play-based learning continuum for children 3-7 years old with specific subjects replaced by areas of learning, resulting in children who were independent, motivated, and active learners making good progress in the development of PL [55]. Increased learning through active play may also offer further opportunities for children to be active during the day, reducing the amount of time children spend in sedentary time and aiding in improving PA and FMS competency [56].…”

Developing children’s motor skills in the Foundation Phase in Wales to support physical literacy

“…The importance of movement in early childhood resonates strongly with the Welsh Foundation Phase, which is a play-based curriculum for children aged 3-7years. The Foundation Phase advocates a balance between adult-led learning and childled activities allowing teachers to work on focussed learning as well as allowing children to play (Wainwright et al 2016). Although the Foundation Phase is a play-based curriculum it is not free play per se and the approach could best be described as playful pedagogy.…”