Physical Literacy for Older Adults...Maintain, Manage, Maximize for resilience and durability by...
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Physical Literacy for Older Adults Drew Mitchell & Chris Wright We acknowledge that we meet upon traditional ancestral territories of Indigenous people.
Physical Literacy for Older Adults...Maintain, Manage, Maximize for resilience and durability by design (compression of morbidity- J.F. Fries) • Manage conditions • Maximize physical
RON Sport for Life is an organization dedicated to building physical literacy and improving the quality of sport to keep all Canadians active for life. In 2016 we released a resource titled “Active for Life Durable by Design” to address how to keep adults and older adults more active following principles of physical literacy. Currently we are developing a workshop called Physical Literacy for Older Adults to help professionals understand how to bring these principles to physical activity programs. Today we are going to tell you a little more about taking a physical literacy approach and provide a preview of the workshop.
What are the challenges?
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Canada is Ageing
Source: Statistics Canada, 2012
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(in-) Active Ageing• As Canadians age, they
are progressively less likely to participate regularly in some form of sport
• The level of participation at all ages has declined over the past decade
Source: Canadian Heritage. Sport Participation 2010 Research paper. February 2013. Catalogue No. CH24-1/2012E-PDF
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Physical inactivity and bone
Active
Inactive
1 3 4 5 6 72
1 3 4 5 6 72
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RON This slide shows the impact of inactivity on bone. There are seven inactive people’s femurs in the top row, there are 7 active people’s femurs below. It is obvious what the impact of inactivity is on bone (thinner bones, different shape – just plain weak. Osteoporosis is a major disease which is strongly related to physical inactivity. Activity (and god nutrition) is needed throughout life to develop and maintain bone! SWITCH TO PAUL
Physical inactivity
Pulmonary diseases
Psychological disorders
Musculoskeletal disorders
Weight management
Cancer
Coronary heart disease
Atherosclerosis
Osteoarthritis
Osteoporosis
Pain
Mood
DepressionAnxiety
AsthmaBronchitis
Emphysema
ProstateColon
Breast
Overweight
Diabetes
Obesity
Hypertension
Congestive heart failure
Cardiovascular diseases
Body image
Cognitive function
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This slide depicts how many diseases are promoted by Inactivity – the extra focus on Psychological disorders shows how these conditions can amplify other diseases.
Maintain, Manage, Maximizefor resilience and durability by design
(compression of morbidity- J.F. Fries)
• Manage conditions
• Maximize physical literacy
• Maintain fitness
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PAUL The basic concept is to delay the onset of morbidity by maintaining physical activity and promoting other healthy lifestyle choices. We believe that physical literacy is the gateway to physical activity, as we will discuss in a few moments. Through improved physical literacy, individuals are better able to avoid certain kinds of injury, and are also motivated to be more active. This provides a protective effect – a more physically literate, more active person like “Individual A” will be more able to recover from many physical setbacks, such as an injury, and return to activity sooner- in other words be more resilient, and therefore more durable. J.F. Fries is well known for promoting this idea as “compression of morbidity” in a paper published in 1980 – the idea is simply that through positive lifestyle choices people can resist a lengthy decline and flourish longer.
Why don’t Canadian adults participate? TAD
Time• Lack of time-
reality or excuse?• Conflicts • Transportation
Appearance• Body image,
tighter/shorter clothing
• Mixed gender groups
• Ability – “I don’t want to look foolish”
Discomfort/cost• Physical – chronic
injury, OA, etc.• “Fear of exercise” -
pain, fatigue• Fear of falling• Financial
discomfort – fees, transportation, etc.
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PAUL Studies of Canadians, as well as others in nations like Canada, typically reveal a number of reasons why adults say they are not more active. We’ve used the acronym “TAD” for this- Time, Appearance, Discomfort. In order to create effective activity programs for adults, these barriers need to be addressed- people need accessible, affordable, engaging, low-anxiety opportunities to be active.
Four fitness needs 10
flexibility balance strength aerobicendurance
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PAUL Generally well-designed programs for adults address these four fitness needs- flexibility, balance, strength and aerobic conditioning. By using a physical literacy – based approach we aim to add a cognitive component that engages participants by asking them to think their way through activity. This improves both engagement and retention.
Confidence for fun and learning • “Appearance” and audience
can work against fun and learning
• Safe places to try (and fail)
• Test/ask about discomfort: what can’t they do easily?
• Confidence is built on fun and challenge…and overcoming appearance and discomfort!
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PAUL Confidence is built on fun and challenging experiences mixed with successes and failures: Lesson plans need to be designed to enhance confidence. Fun is important but it is insufficient just to have fun. The session must have a challenge that can be overcome. Failures need to occur before ultimate success. Everyone needs a safe place to fail, but also as many or more successes to progress. This means finding a level of appropriate challenge.
What is physical literacy?
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RON Physical competence – the fundamental movement skills in different environments – land, snow & ice, water and air. Confidence – the interest and confidence to participate; Motivation – with the competence and confidence comes the desire to be active and to try new activities. - Knowledge & understanding – understanding on how and when to use movements and skills and why it is important. - Engagement – choosing to be active for life. - PL can be viewed as a cycle. If you have physical competence your confidence will increase, if you have confidence you will be more motivated to participate, if you are more motivated you will play more and therefore increase you physical competence and the cycle continues. There are a variety of movements that a child can and should develop. Learning to fall and avoiding a collision are vital elements.
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RON This is the common definition adopted around the world. Signed by 15 different countries at the IPLC 2015. As you can see, PL has many components, not just physical. For affective domain: could include self-esteem, talent, etc. For engagement: could also include vocational.
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RON Language literacy and numeracy are good analogies. If you don’t have the foundation you WILL not progress to creation and participation. Physical literacy is no different from literacy and numeracy in this regard.
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RON The basis of PL is developing a large and varied repertoire of movements (one’s movement vocabulary) and gaining and maintaining proficiency in these skills over life. You can learn at any age – skating skills can be taught after mid-life!! This is important because if you develop basic movement skills you can put them to work in many vocational and daily living activities. For example, if you can run you can: Play with your child, or grandchild, Dance with friends, Hike, play a sport, Participate in a community run, or play tag. Think about activities you enjoy. What are the fundamental movement skills you need to do those activities?
A PL-based approach means:
• Activating the brain to learn new movements and skills;
• Developing a broader range of movement competencies;
• Supporting learning with fun, social, challenging activities;
• Building confidence and the desire to participate;
• Taking advantage of body and brain plasticity – moving and learning are protective!
• Physical activity is…?• Physical fitness is…?• Physical literacy is different because?
• By improving skill, confidence and motivation, physical literacy is a foundation for more activity…which results in more fitness…resulting in better health!
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RON Definitions of physical activity, physical fitness, physical literacy. Physical Activity is any body movement produced by our skeletal muscles. Physical Fitness is shape we are in and something we try to develop to stay healthy. (for example strength, agility, aerobic fitness) Physical Literacy is knowing how to move and having the confidence to move. Physical literacy is taught. (Group Q&A/brainstorm) List how fitness is improved: flexibility, muscular strength, muscular power, aerobic power (cardiorespiratory fitness)…gather a training method for each. Statement: “Physical literacy is more than being active in one kind of sport, or being fit in some ways but not others. A more physically literate person can respond to a wide variety of physical challenges. This requires both basic well-rounded fitness and a broad repertoire of movement skills. ”
PL is a lifelong journey • As our bodies change, grow and age, the
body needs to adapt and learn new movement skills.
• We continually build on existing physical literacy with new activities and experiences.
• We transition to different activities as mobility or life circumstances change.
• We can move for life through recreation, masters and community programs.
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RON Our physical literacy is developed and maintained over a lifetime. It can improve and decline due to a number of factors. We need to support everyone to build and maintain physical literacy throughout life.
Practical physical literacy for adults
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Shifting the Paradigm:Factors for Active Aging
1) Appropriate physical activity2) Activity enhances cognitive function3) Activity promotes psychological well-being4) Activity promotes social connection5) Embrace life transitions 6) Manage chronic conditions7) Practice mindful nutrition 8) “Durability by design”
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RON These are the factors for active aging laid out in our Durability by Design resource paper.
Physical Literacy for Older AdultsCollaborative Project 2017-19
August, 2018
City of MarkhamCity of St. CatharinesSunnybrook Hospital, Toronto.Town of Aurora.
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RON We would like to describe an on-going Project for developing physical literacy in a Community Setting.
PurposeThe PURPOSE of this collaborative project is to use a developing physical literacy approach in an older adult population (ages 55 and older) as it relates to increasing physical activity, reducing chronic disease and improving health.
EDUCATE older adults and care providers about developing physical literacy. TRAIN community and health professionals to use a physical literacy based approach and collect baseline physical literacy data in the population.ASSESSMENT of older adults using a modified procedures delivered by qualified health Professionals.
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RON Here are the Learning Outcomes for the Physical Literacy for Older Adults project.
BUILD
BUILD clear, more intentional, community based physical activity pathways that are supported by local health professionals for older adults to follow and improve their quality of life.
• Older Adults visit their health professionals more often and are more compliant.
• Older Adults are comfortable with the referral processes but few community-based pathways have been built.
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Where are we now?• Working Groups established with cross-sectorial
partnerships.• Strategies are developed and being implemented;
– Awareness campaigns in process.– Programs are designed- screening/assessment/delivery/evaluation
– Training underway- Workshops for facilitators and physicians
– Workshop development - pilots scheduled.
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Physical Literacy for Older Adults:The Workshop
We acknowledge that we meet upon traditional ancestral territories of Indigenous people.
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PAUL We would like to give you a preview of our new workshop- Physical Literacy for Older Adults. We will be piloting this workshop beginning this month (August 2018).
Learning OutcomesKnow…• The basic definition of Physical Literacy;• The differences between physical literacy, physical activity, and physical
fitness;• Three key barriers to participation for adults/older adults and how to
address them;• How to use the “Five plus five” program characteristics to design quality
physical literacy programs for adults/older adults;• How to create modifications to existing programs, or create new physical
literacy-enhancing activity programs, in your own organization.
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PAUL Here are the Learning Outcomes for the Physical Literacy for Older Adults workshop.
“Five plus Five” for a Quality SessionSession Characteristics: Fun and social Everyone includedAlways movingProgressive/challengingWith purpose
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Design Considerations:Appropriate space & equipment Teaching Games for
UnderstandingRight/Left SymmetryMimicryCueing and Feedback
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PAUL Physical literacy-enhancing programs are built on a set of design characteristics and considerations we call “Five plus Five”.
Five characteristics of a quality session
Fun and socialEveryone includedAlways movingProgressive/challengingWith purpose
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PAUL The first five are characteristics of any good physical activity session for anyone!
Fun and social!
• Games are fun– Non competitive– Skill challenges
• Friends are the key– Enable “bringing a friend”
• Build in social activities– Time to talk
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Everyone is included!• Everybody needs to be
active- no waiting!• Benefits of Stations
– Select the starting station– Variety of activities
• Provide challenge at each person’s level – allow self-selection.
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PAUL It is important to create an environment that is confidence building and is attractive enough to motivate the participant to come back. The example of a circuit is good as you can provide the opportunity for choice and as they will still do all of the stations the participant will experience all of the activities – two birds with one stone. Benefits of Stations: Option to select the starting station (within limits), then this indicates an inclusive approach – choice and motivation to participate. Also creates ownership in the circumstance, which further instills commitment. Variety of activities gives each person a chance to have an activity they enjoy and are challenged at their level. Creating a situation where each person can be challenged at their level is critical! It takes time to design a circumstance, where each person can have a challenge especially when a group has various levels of competence.
Accessible programs look like…
• Symbols and signage• Automatic doors or remove doors• Washrooms, counter heights• Ramps, accessible equipment
• Adapted equipment, programs to support individual’s ability
• Welcome peers and support personnel
• Trained leaders and coaches
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Programs and ServicesArchitecture
CommunicationAttitudes
• Everyone welcome, every time• Be open to learning and feedback• Make changes to improve and
include more people
• Inclusive language • Diversity in photos, promotions• Accessible fonts, high contrast,
support screen reader software
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PAUL All programs need to be accessible to meet the particular needs of participants. While all these characteristics are important in all programs, some are even more important for older adults.
Progressive and challenging• Assess starting skill and
discomfort level; • Present suitable challenge in an
appropriate way;• Progress challenge in step with
learning;• Add variety to maintain
engagement;• Provide an emotionally safe
environment “free to fail”.
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PAUL Optimal learning happens when participants experience the right degree of challenge for their stage of development.Too difficult and the learner can become frustrated; too easy and the learner can become bored. It is essential to assess initial skill levels and present new challenges in an appropriate way, that is, intentionally and in an emotionally safe environment Research shows that the environment where learning takes place is as important as the choice of activity. Link to HIGH FIVE Challenge Zone****
Add progressions to promote skill development
• Skill becomes natural through repetition.• Sequencing – use logical progressions, always be
prepared to offer the “next step” as they learn.• Include comprehension, selection, decision –
foster their ability to problem solve.• Brain training - allow time for adaptation.34
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PAUL In order to provide optimal challenge and promote skill development, instructors can use these tips about how to promote skill development.
With purpose• Challenge them to be
intentional about movement:– TGfU approach: questioning– Skill challenges as puzzles
• Each part has a purpose:– Warm-up– Skill learning– Fun, fitness activity
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Five program design considerations
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Appropriate space & equipmentTeaching Games for UnderstandingRight/Left symmetryMimicryCueing and feedback
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Appropriate space and equipment • Specialized equipment not
required!– Scrunched paper or bean bag
instead of a ball– Cereal boxes or hula hoops as
targets– Painters tape or chalk to mark
the ground• Select a space and equipment
to help participants:– do many repetitions– obtain knowledge of results.
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PAUL Often we over equip the participants in situations where they need to learn the basic movement patterns. Look at the list of fundamental movement skills, very few need any equipment and most equipment is an object to kick or catch or throw. $ are NOT the barrier to creating physically literate people. List below … Run a square No Equipment excepts marks to show the square. Run there and back No Equipment excepts marks to show the start & end. Run, jump, land on 2 feet No Equipment excepts marks to show the line to land. Crossovers No Equipment Skip No Equipment Gallop No Equipment Hop No Equipment Jump No Equipment Overhand throw basic ball Strike with stick stick and ball One-handed catch basic ball Hand dribble stationary & moving forward – bouncy ball Kick ball – any med size ball Foot dribble moving forward – any med size ball Balance walk forward No Equipment Balance walk backward No Equipment
Teaching Games for Understanding
Use non-traditional games/activities to stimulate learning Start simple: games build in complexity as learners progress Skills carry over to other sports/games Learner-centered: all participants are important and involved Get participants thinking: include decision-making,
questioning to consolidate learning.
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PAUL What is it? A learner-centered games-based approach to build transferable skills. Why use it? Physical literacy develops through learning not simply doing.
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THE GAMENon-traditional “mini-game”
Skill-based
GAME APPRECIATIONFun & full participation
TACTICAL AWARENESSLearn basic strategies and try
different tactics. “How would you…?”
DECISION-MAKINGReal-time decisions: “What should I do? How should I do it?”
SKILL EXECUTIONDecision into action: Skill
selection and skill execution. “What is the best way to…?”
PERFORMANCEPlay a full game applying new knowledge and skills. Assess.
“How did you apply (skill, tactic)?”
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PAUL This graphic describes the traditional TGfU approach, but it is equally valuable when adapted for older adults. Decision making, experimentation, and questioning to reinforce skill learning help us move beyond rote activity, toward the ongoing building of new skills and transfer to new situations.
Mimicry• People will copy others they
believe are able to perform the skill.
• Consider having learners mimic a good performer moving through the skill at slow speed.
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PAUL Skill learning depends on observation and mimicry of skilled performers, not just on instruction. “Mirror neurons”
Right-Left Symmetry• Build both sides into
activities and lesson plans. – Throw and catch with both
hands.– Move both directions
(clockwise/counterclockwise).• Can you think of more ways
to build Right-Left symmetry?
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PAUL Most individuals have a dominant side and will tend to use only that side unless prompted.
Cueing and Feedback • Provide Cues (a key word
provided in advance, to reinforce a specific movement)
• Minimize Feedback (verbal information provided after an attempt) in early skill learning
• Avoid giving feedback while skill is being practiced.
• Activity should provide knowledge of results (e.g. hitting a target).
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PAUL Movement skill learning requires brain learning and practice. A Cue is a word like “step” or “point” that reinforces a desired action (e.g stepping when throwing, or pointing at target on follow-through). Feedback is information given after an attempt. Giving feedback or cues during practice can distract and delay learning. “Bandwidth feedback” - if the learner is engaged and trying, and is within an acceptable range of acquisition, avoid feedback. Accuracy and skill will improve if they are repeating the skill. Only intervene if the learner is not engaged, is completely unable, or else has mastered the skill and is bored. After repeated trials, use feedback to engage thinking ”What if you tried it like this?” Direct feedback to external results “See if you hit the target more often if you point at it when you follow through” more than internal (e.g. “Hold your right arm higher”). SWITCH TO RON
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Phase 1: EDUCATE
Physical Literacy for CommunitiesA three phase commitmentRecreation
Education
Health
Sport
Communications-Media
Facilitating an understanding and Awareness of physical literacy
Developing physical literacy-enrichedprograms
Self-sustaining physical literacyfor communities
Phase 2: TRAIN
Phase 3: SUSTAIN
Physical Literacy for Communities
PL4C-BC Overview2018 - 2020
• 17 Initiatives distributed across 5 Health Authorities – 2 to 3 years
• 2018: 9 selected representing 24 communities
• 2018: 22 applications from diverse types of applicants
• 2019: 8 more to be selected (fall submission)
2018 Lead CommunitiesInitiatives have up to 7 communitiesCranbrookKimberlyLangley District & CityNorthshore: West Van, Bowen & Lion’s BayOceanside: Parksville & QualicumPort CoquitlamPrince George Regional District of SimilkameenWestShore – Greater Victoria
Active Session
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RON …and deliver the active session to their peers in the workshop. But today, we thought we would just this opportunity to get everyone moving for a few minutes!
Questions?
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RON Next steps: What can you do in the short term and/or the long term to promote physical literacy back at work, your home or at play?
ResourcesSport for Life:• www.sportforlife.ca• www.physicalliteracy.ca• www.sportforlife-sportpourlavie.ca
