Informace o kvalifikační práci Research on Refining the Kindergarten Physical Education Curriculum Underpinned by Fostering Preschoolers' Physical Literacy in China
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Anotace v angličtině
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Anotace v angličtině
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Zásady pro vypracování
Physical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding that provide preschoolers with the foundation for lifelong participation in physical activity. The preschool stage is the initial stage of the development of children's physical literacy. Kindergarten physical education is a crucial way to foster preschoolers' physical literacy. Constructing a systematic physical education curriculum aiming at fostering preschoolers' physical literacy can help promote the reform of kindergarten physical education curriculum, improve the quality of kindergarten physical education, lay a solid foundation for preschoolers' physical literacy development, provide a model for developing kindergarten physical education curriculum, and expand the concept to a more diverse cultural environment.
Based on Taylor's "Objective Model" and movement development theories, a systematic kindergarten physical education curriculum was constructed according to the ABC model. Quantitative methods and qualitative methods were used together. Documentary analysis, interview, and observation were employed to construct a systematic physical education curriculum underpinned by fostering preschoolers' physical literacy in SUN kindergarten in China, to reveal the features of each curriculum components. Then a quasi-experiment was carried out to show the effect of the new curriculum on preschoolers and teachers. Three stages of the study and the results are as follows:
The first stage is to describe the old physical education curriculum in the kindergarten. The results indicate that the old physical education curriculum in the kindergarten is imperfect and the components of the physical education curriculum are vague.
The second stage is to construct a systematic physical education curriculum based on the old one. The results indicate that the kindergarten physical education curriculum underpinned by fostering preschoolers' physical literacy is a system of five interrelated components. Specifically
(1) The curriculum philosophy contains three parts including the value of physical activities, the goal of PE, and the duties of different stakeholders, to guarantee the environment of fostering preschoolers' physical literacy in kindergarten.
(2) The curriculum goals focus on three dimensions of physical literacy, which are delineated from physical competence, affective, and cognitive parts in detail.
(3) The curriculum content is selected based on the three dimensions of the goals and originate from preschoolers' movement experiences.
(4) The curriculum implementation emphasizes the principle of creating a mastery motivational climate in relation to TARGET class structure to achieve maximum teaching and effective learning.
(5) The combination of formative evaluation and summative evaluation is an effective strategy evaluating preschoolers' physical literacy development.
The third stage is to do a quasi-experiment to show the effect of the new physical education curriculum. The results indicate that the new curriculum has a positive effect on preschoolers' development and teachers' development. Specifically
(1) Preschoolers in the experimental group made significant progress in physical fitness development in total, especially in the dimensions of Horizontal jumping, Throwing, and Balancing.
(2) Preschoolers in the experimental group made significant progress in basic motor competencies development of Object control and Self-movement, especially in the dimensions of Catching, Rolling, Throwing, and Dribbling.
(3) Preschoolers could not make accurate judgments about their physical competence.
(4) Class teachers in the experimental group made significant progress in making accurate judgments about preschoolers' physical competence in total, especially in dimensions of Tying shoelace, Climbing, Running, and Skipping.
(5) The PE teacher in the experimental group made progress in professional development.
Seznam doporučené literatury
Almond, L. & Whitehead, M. (2012). Translating physical literacy into practice for all teachers. Phys Educ Matters,7, 67-70.
Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Eds.), Motivation in sport and exercise 161-176. Illinois: Human Kinetics Publishers.
Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Boyce, B . A. (2009). Creating Instructional Environments that Keep Students on TARGET. Journal of Physical Education, Recreation & Dance, Taylor & Francis, 80(1), 49-56.
Braun, V. & Clarke,V. ( 2006 ) Using thematic analysis in psychology.Qualitative Research in Psychology, 3.77-101.
Cairney, J., Clark, H.J., James, M.E., Mitchell, D., Dudley, D.A., Kriellaars, D. (2018). The Preschool Physical Literacy Assessment Tool: Testing a New Physical Literacy Tool for the Early Years. Front Pediatric, 6,138.
Chen, S.T. (2017). Understanding the Concept of Ti Yu Su Yang in China On the Perspective of Interpretation to Physical Literacy, China Sport Science, 37(6),41-45.
Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education (sixth edition), First published by Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN.298.
Elliott, J. L., Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of personality and social psychology, 54, 5-12.
Gallahue, D.L.Ozmun, J.C. (1997). Understanding Motor Development: Infants, Children, Adolescents, Adults,(4th ed, New York: McGraw-Hill.
Giblin , S., Collins, D., Button, C. (2014) Physical Literacy: Importance, Assessment and Future Directions. Sports Med, 44,1177-1184.
Heather, G. (2017). Physical Literacy on the Move: Games for Developing Confidence and Competence in Physical Activity. Champaign, IL, 21-26.
Herrmann, C., Ferrari, I., Wälti, M., Wacker, S. & Kühnis, J. (2019). Basic motor competencies of preschoolers: construct, assessment, and determinants. German Journal of Exercise and Sport Research. Retrieved from https://doi.org/10.1007/s12662-019-00566-5.
Kelly, L.E., Melograno, V. J. (2004). Developing the Physical Education Curriculum: An Achievement-based Approach. Sheridan Books, United States. Preface.
Ministry of Education. (2012). Professional standards for kindergarten teachers. Retrievedfromhttp://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s7232/201212/xxgk_145603.html
Ministry of Education. (2012). Guidelines of Learning and Development for Children Ages 3-6 Retrieved from http://www.edu.cn/html/e/etfz/
Muijs, D.(2004). Doing Quantitative Research in Education with SPSSSage Publications, LondonThousand OaksNew Delhi, 27-29.
Newell, K. M. (1984). Physical constraints to the development of motor skills. In J. R. Thomas (Ed.), Motor development during adulthood and adolescence. Minneapolis, MN: Burgess.
Payne, V.G., Isaacs, L. D. (2017) Human Motor Development, A Lifespan Approach (7th ed.). Routledge Oxon, 84.
Pot, N, Whitehead, M.E, & Durden-Myers, E. (2018). Physical literacy from philosophy to practice. Journal of Teaching in PE, 37. dio:10.1123./jtpe.2018-0133
Spengler, J.O. (2015). Physical literacy: A global environmental scan. Retrieved from https://www.shapeamerica.org/uploads/pdfs/GlobalScan_FINAL.pdf
Tyler, R. W. (2013). The basic principle of curriculum and instruction. University of Chicago Press, 50-62.
Wang, C.Y. (2004). A Historical Study on the Development and Reform of China's Preschool Curriculum in the Past 100 Years. Education Science Press, 168.
Whitehead, M. (2010). Physical Literacy: Throughout the lifecourse, Landon and New York, 21-30.
Whitehead, M.2013a. The History and Development of Physical Literacy. Journal of Sport Science and Physical Education, Bulletin No.65, 22-28.
Yu, Y. P. (2014). Kindergarten Curriculum. Higher education press, 2839.
Seznam doporučené literatury
Almond, L. & Whitehead, M. (2012). Translating physical literacy into practice for all teachers. Phys Educ Matters,7, 67-70.
Ames, C. (1992a). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Eds.), Motivation in sport and exercise 161-176. Illinois: Human Kinetics Publishers.
Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Boyce, B . A. (2009). Creating Instructional Environments that Keep Students on TARGET. Journal of Physical Education, Recreation & Dance, Taylor & Francis, 80(1), 49-56.
Braun, V. & Clarke,V. ( 2006 ) Using thematic analysis in psychology.Qualitative Research in Psychology, 3.77-101.
Cairney, J., Clark, H.J., James, M.E., Mitchell, D., Dudley, D.A., Kriellaars, D. (2018). The Preschool Physical Literacy Assessment Tool: Testing a New Physical Literacy Tool for the Early Years. Front Pediatric, 6,138.
Chen, S.T. (2017). Understanding the Concept of Ti Yu Su Yang in China On the Perspective of Interpretation to Physical Literacy, China Sport Science, 37(6),41-45.
Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education (sixth edition), First published by Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN.298.
Elliott, J. L., Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of personality and social psychology, 54, 5-12.
Gallahue, D.L.Ozmun, J.C. (1997). Understanding Motor Development: Infants, Children, Adolescents, Adults,(4th ed, New York: McGraw-Hill.
Giblin , S., Collins, D., Button, C. (2014) Physical Literacy: Importance, Assessment and Future Directions. Sports Med, 44,1177-1184.
Heather, G. (2017). Physical Literacy on the Move: Games for Developing Confidence and Competence in Physical Activity. Champaign, IL, 21-26.
Herrmann, C., Ferrari, I., Wälti, M., Wacker, S. & Kühnis, J. (2019). Basic motor competencies of preschoolers: construct, assessment, and determinants. German Journal of Exercise and Sport Research. Retrieved from https://doi.org/10.1007/s12662-019-00566-5.
Kelly, L.E., Melograno, V. J. (2004). Developing the Physical Education Curriculum: An Achievement-based Approach. Sheridan Books, United States. Preface.
Ministry of Education. (2012). Professional standards for kindergarten teachers. Retrievedfromhttp://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s7232/201212/xxgk_145603.html
Ministry of Education. (2012). Guidelines of Learning and Development for Children Ages 3-6 Retrieved from http://www.edu.cn/html/e/etfz/
Muijs, D.(2004). Doing Quantitative Research in Education with SPSSSage Publications, LondonThousand OaksNew Delhi, 27-29.
Newell, K. M. (1984). Physical constraints to the development of motor skills. In J. R. Thomas (Ed.), Motor development during adulthood and adolescence. Minneapolis, MN: Burgess.
Payne, V.G., Isaacs, L. D. (2017) Human Motor Development, A Lifespan Approach (7th ed.). Routledge Oxon, 84.
Pot, N, Whitehead, M.E, & Durden-Myers, E. (2018). Physical literacy from philosophy to practice. Journal of Teaching in PE, 37. dio:10.1123./jtpe.2018-0133
Spengler, J.O. (2015). Physical literacy: A global environmental scan. Retrieved from https://www.shapeamerica.org/uploads/pdfs/GlobalScan_FINAL.pdf
Tyler, R. W. (2013). The basic principle of curriculum and instruction. University of Chicago Press, 50-62.
Wang, C.Y. (2004). A Historical Study on the Development and Reform of China's Preschool Curriculum in the Past 100 Years. Education Science Press, 168.
Whitehead, M. (2010). Physical Literacy: Throughout the lifecourse, Landon and New York, 21-30.
Whitehead, M.2013a. The History and Development of Physical Literacy. Journal of Sport Science and Physical Education, Bulletin No.65, 22-28.
Yu, Y. P. (2014). Kindergarten Curriculum. Higher education press, 2839.