International Journal of Sport Management, Recreation & Tourism

Functional Physical Literacy for Child and Youth Recreation Programming:
A Community Response to the 2015 Canadian Recreation Framework
Dwayne Sheehan1,2, Nadine Van Wyk1,2, Emily Johnson3, Aimee Blanch2
1. Mount Royal University, Faculty of Health, Community and Education
2. Vivo for Healthier Generations, Research and Innovation
3. University of Toronto, Faculty of Kinesiology

Correspondence with:
Dwayne Sheehan
dpsheehan@mtroyal.ca
Faculty of Health, Community and Education
Mount Royal University
4825 Mount Royal Gate SW
Calgary, Alberta, Canada
T3E 6K6

International Journal of Sport Management Recreation & Tourism, Vol.25, p.9-21, 2016
© 2016 I.J.S.Ma.R.T. All rights reserved. ISSN: 1791-874X
To link to this article: http://dx.doi.org/
DOI: 10.5199/ijsmart-1791-874X-25b

International Journal of Sport Management, Recreation & Tourism

Functional Physical Literacy for Child and Youth Recreation Programming:
A Community Response to the 2015 Canadian Recreation Framework

Abstract
The recreation sector is perfectly suited to specifically address issues surrounding the
desire to be physically active. This is because of recreation’s connection to the
community, the broad spectrum of its consumers and its ability to address the positive
health outcomes of an active lifestyle as it relates to the physical, social, emotional and
cognitive domains of wellbeing. To do so appropriately, a guiding framework is
necessary; however, one does not currently exist for the recreation sector. As such, we
are creating a multi-layered functional physical literacy (FPL) framework to suit the
needs of recreation programmers, instructors and parents, to ensure the delivery of high
quality programs that are developmentally appropriate. The FPL framework is intended
to be a catalyst for any recreation service provider wanting to build an evidence-based
physical activity (PA) program with a developmentally appropriate scope and sequence.
The FPL framework will complement existing provincial education and sport curricula so
that recreation programming supports what children learn in these areas. This
recreation-centered contribution will maximize the reach of PL education for the purpose
of increasing PA. The FPL framework will be designed for parents and recreation leaders
who play a role in helping children and youth lead active lifestyles outside of school and
organized sport settings.

Keywords: physical literacy, recreation, child, youth, framework

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International Journal of Sport Management, Recreation & Tourism

Functional Physical Literacy for Child and Youth Recreation Programming:
A Community Response to the 2015 Canadian Recreation Framework

Introduction
The Pathway to Wellbeing is a broad framework proposed by the Canadian Parks
and Recreation Association (CPRA), which provides a foundation for reflection,
discussion and the development of actionable plans by all stakeholders in the recreation
sector (Canadian Parks and Recreation Association, 2015). It also supports the rationale
for contributing to an evolving recreation strategy, and describes the importance of multi
sector collaboration (Canadian Parks and Recreation Association, 2015). The framework
is a coast-to-coast shared initiative by provincial and territorial governments who have
set the stage for Canadians to engage in local solutions to the national challenge of revisioning recreation’s capacity for achieving wellbeing through reversing the trend of
physical inactivity. Leaders and practitioners in the recreation sector can (and must) do
more to ensure that this call to action comes to life in meaningful and unique ways in
communities across Canada.
A leader in the recreation sector’s movement toward a collaborative, community
response to improved wellbeing is Vivo for Healthier Generations. Vivo is a communitydriven charity housed in a regional recreation centre in north central Calgary (Alberta,
Canada) that has aligned its mission to take action in response to the Canadian
Recreation Framework (CRF). It is governed by an independent, volunteer, communitybased Board of Directors, which provides oversight and strategic direction for the
charitable society. Vivo’s mission is to raise healthier generations by bringing leadership
and innovation to the grassroots of the recreation sector. Vivo embraces the Active
Canada 20/20 guiding principle of building capacity in research, practice, policy, and
evaluation by becoming a social enterprise that is committed to providing healthy living
leadership based on evidence, shifting the attitudes and behaviours of citizens, and
creating a new model for Canada’s recreation sector (Active Canada 20/20, 2012). Vivo
intends to do its part by representing the citizens of its broad community in a national
collective effort to improve the health of Canadians.
The CRF presents an opportunity to shape new strategies and relationships that
will ensure recreation’s continued relevance and leadership in the journey to wellbeing
(Canadian Parks and Recreation Association, 2015). The collective impact of multiple
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International Journal of Sport Management, Recreation & Tourism
recreation stakeholders contributing to the goals of the CRF can generate the
momentum for change needed in Canada. In collaboration with a variety of partners,
Vivo primarily focuses its efforts on two of the five goals identified in the CRF:
Goal 1: Active Living - Foster active living through physical recreation, and
Goal 5: Recreation Capacity - Ensure the continued growth and sustainability of
the recreation field.

Functional Physical Literacy
The renewed definition of recreation as defined by the CRF is, “the experience
that results from freely chosen participation in physical, social, intellectual, creative and
spiritual pursuits that enhance individual and community wellbeing” (Canadian Parks and
Recreation Association, 2015). This holistic approach to personal wellness aligns
perfectly with Canada’s consensus statement that defines physical literacy (PL) as the,
“motivation, confidence, physical competence, knowledge and understanding to value
and take responsibility for engagement in physical activities for life” (Whitehead, 2010).
Functional physical literacy (FPL) is described by Jurbala (2015) as having ownership of
basic movement skills needed for daily life and is representative of the early steps in the
virtuous cycle (model) of PL (see Figure 1). The FPL concept is grounded in the
fundamental movement skills (FMS) theory that dominates the Canadian perspective of
PL. The early stages of Canada’s long term athlete development (LTAD) model identify
PL as a keystone to future success in sport and this notion is consistent with the position
of Physical and Health Education Canada (PHE Canada) that individuals who have
competence and confidence in a wide variety of environments are considered physically
literate (Canadian Sport for Life, 2012; Physical & Health Education Canada, n.d.).

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International Journal of Sport Management, Recreation & Tourism

Figure 1. “A Virtuous Cycle of Physical Literacy proposed.” Levels 1-5 may be
considered as the progressive steps toward function physical literacy.
Adapted from “What Is Physical Literacy, Really?” by P. Jurbala, 2015,
Quest, 67:4, p. 367-383.
It has long been thought that over time children will naturally develop FMS; the
building blocks upon which more challenging movement patterns are developed (Davis,
Pitchford, & Limback, 2011; Wrotniak, Epstein, Dorn, Jones, & Kondilis, 2006). Evidence
now suggests that the mature stages of motor proficiency are not achieved in all
children, and that FMS development is learned (Goodway & Branta, 2003; Goodway,
Suminski, & Ruiz, 2003). Furthermore, the statistics on daily physical activity (PA)
behaviours demonstrate that the recreation, sport and education sectors have not been
successful at providing experiences that motivate children to embrace PA for life (Active
Canada 20/20, 2012; Casey, Payne, & Eime, 2009; Government of Canada, 2012;
ParticipACTION, 2015; Way, Balyi, Trono, Harber, & Jurbala, 2014). An FPL framework
can support the recreation sector by providing a foundation for recreation programming
that is aligned with other child development models (ie. CS4L, IPLA) and motor
development research. Supporting multi-sector leadership by providing PL resources
and tools to enrich recreation programming could make a significant difference in the
activity levels of Canadians throughout the lifespan (Hemming & Langille, 2006).

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International Journal of Sport Management, Recreation & Tourism

The sport and education sectors already have training tools and models in place
to ensure that teachers, coaches, and leaders are well-versed in the ages and stages of
physical, social, emotional and cognitive development (Bates & Eccles, 2008; Graber,
Locke, Lambdin, & Solmon, 2008; Melnychuk, Robinson, Lu, Chorney, & Randall, 2011;
Stodden et al., 2008). Every province and territory in Canada has physical education
(PE) policies that require students to participate in some form of PA in school
(Melnychuk et al., 2011). Regrettably, the quality of experience and time spent in PE
class varies from school to school. Some schools are blessed with PE specialists that
teach every child on a daily basis, while other students attend PE class intermittently and
without a qualified physical educator. The common thread in all schools is the expected
compliance of the provincial curriculum. For example, Alberta Learning has a PE
Program of Studies that includes the Physical Education Guide to Implementation,
Kindergarten to Grade 12 (Alberta Learning, 2000). The Alberta PE program is an
outcomes-based framework for kindergarten to grade twelve students to develop
knowledge, skills, and healthy attitudes towards PA. Nationally, PHE Canada provides
support to physical educators through their large bank of online resources and
professional development.
The sports sector has an even larger collection of materials to inform coaches
and athletic admistrators. The Canadian long-term athlete development plan (Way et al.,
2014) is a model based on developmental “windows of opportunity” (Balyi & Hamilton,
2004). On the other hand, The Youth Physical Development (YPD) model is based on
growth and maturation of males and females with a sport and performance focus,
suggesting that all aspects of fitness can be trained through childhood (Lloyd & Oliver,
2012). Another example, The National Coaching Certification Program provides training
and skills to create effective programming that is developmentally appropriate & sport
specific (http://www.coach.ca/fundamental-movement-skills-s16736). There is (and
should be) a cross-over in how training models and knowledge from education and sport
can be used in the recreation sector.
High Five® is also an example of a nationally recognized model that services
both recreation and sport programming (www.highfive.org). This organization trains
recreation and sport staff in child development (ages 6-12) and provides tools to
maintain high program quality in addition to giving parents information to make educated
decisions. Its content is evidence-based and follows five principles:
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International Journal of Sport Management, Recreation & Tourism

1.

A caring adult (positive support),

2.

Friends (positive peer interaction),

3.

Participation (make choices and have a voice in activities),

4.

Play (fun, creativity and cooperation), and

5.

Mastery (allowing success).

The High Five program is considered a high-level planning tool that provides
guidance and standards for an overall programming philosophy. However, it lacks the
specificity that a child and youth program developer might require if they are building a
model based on PL. In other words, it's a broad overview of acceptable concepts without
specific criteria that can be evaluated. Several other initiatives exist in Canada to
promote healthy living outside of school and sport. For example: ParticipACTION’s
ThinkAgain

campaign

(http://www.participaction.com/resources-partners/toolkit/think-

again), the ParticipACTION Report Card on Physical Activity for Children and Youth
(formerly

the

Active

Healthy

Kids

Canada

Report

Card);

http://www.participaction.com/report-card-2015/about-the-participaction-report-card/) and
the development of the Canadian Assessment of Physical Literacy (CAPL; Tremblay,
2012).
The recreation sector has the capacity to affect the wellbeing of a broad range of
community members (Active Canada 20/20, 2012), and thus, should have its own clear
PL guiding principles for practitioners and parents. In order to do that, it must stop relying
so heavily on the leadership of the sport and education sectors that provide resources
with their specific goals in mind. Accordingly, Vivo has embarked on a collaborative effort
with other recreation stakeholders to create a guiding framework of FPL that is grounded
in evidence and readily accessible to all. The FPL framework for child and youth
recreation programming proposed in this paper is based on the premise that a “physical
activity divide” will develop when children and youth have divergent perceptions of their
FMS proficiency (Stodden et al., 2008). In other words, those who have a positive
childhood experience related to motor development will flourish, while those who do not
will struggle to enjoy PA throughout the lifespan. Therefore, the recreation sector should
develop purposeful PA experiences that are aligned with the principles of motor
development and FPL in children and can fill the gap between PE and sport resources.

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International Journal of Sport Management, Recreation & Tourism
Rationale for a Functional Physical Literacy Framework
In most Canadian cities and towns, opportunities to participate in healthy, active
living programs offered by the recreation sector are plentiful. Activities include indoor and
outdoor programming with a range of low to high organization. Participation in
programming varies in age from parent/tot sessions to older adult activities. The
recreation sector currently provides a vast array of opportunities for healthy living without
any sector-driven guiding programming resources. Because of its connection to the
community and breadth of responsibility, recreation is perfectly suited to specifically
address issues surrounding physical inactivity (Casey et al., 2009). The broad reach of
the recreation sector makes it an ideal platform for the provision of information related to
the physical, social, emotional and cognitive domains of active living.
Wellbeing must be nurtured from a young age; it develops along with the growing
child and contributes to healthy maturation. Children grow at a rapid pace and early
childhood development plays an important role in laying the groundwork for healthy
living throughout the lifespan (Stodden et al., 2008). The lifestyle habits formed at a
young age, including FMS and positive PA experiences; carry forward into healthier
choices during adulthood (Lloyd & Oliver, 2012; Way et al., 2014). This type of evidence
is informing practice and is already a focus of many sport and education models. The
ParticipACTION Report Card on Physical Activity for Children and Youth, an annual
publication highlighting various indicators of healthy behaviour, suggests that new
models must include PL in order to change the staggering statistics of inactivity, and to
meet the Canadian Activity Guidelines for Children and Youth (Janssen, 2007;
ParticipACTION, 2015; Tremblay, 2012). Currently, only 9% of Canadian 5-17 year olds
meet the daily recommendation of 60 minutes of moderate to vigorous physical activity
(ParticipACTION, 2015). This year (2017) will be the first year that PL scores will be fully
reported for Canadian children.
We believe that despite educational initiatives and sport development models, an
FPL framework needs to exist for the recreation sector. The FPL framework is intended
to be a catalyst for any recreation service provider wanting to build an evidence-based
program of PA with a developmentally appropriate scope and sequence. The FPL
framework will complement existing provincial physical and health education curricula
that may or may not be delivered in schools. It is purposely consistent with the
educational program of studies so that after-school programming supports what children
are learning during the day. It is also aligned with the principles of the CS4L and other
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International Journal of Sport Management, Recreation & Tourism
FMS models including the YPD model (Lloyd & Oliver, 2012). This recreation-centred
contribution will supplement the growing number of education and sport programs and
maximize the reach of PL education for the purpose of increasing PA. The FPL
framework is intended for parents and recreation leaders who play a role in helping
children lead active lifestyles outside of school and organized sport settings.
Although the FPL framework is designed to be easy to understand for parents, it
must also be robust enough to provide recreation leaders the knowledge and evidence
necessary to design intentional child and youth programming. An FPL framework will
assist recreation professionals by creating an evidence-based platform that leaders can
use when designing and implementing child and youth programs. Creating consistent
expectations and child and youth programming standards based on best practice, is the
ultimate goal of this effort. Compiling the most current research and making it available
to every recreation leader will encourage the creation of quality learning experiences for
children and help to reverse the trend of physical inactivity. The Active Canada 20/20
Framework (2012), along with socio-ecological models related to active living (Sallis et
al., 2006) suggest that in order to create the most effective programs, we must build on
current evidence from local to national levels, create sustainable partnerships between
all sectors, and support training with research in order to build capacity. The FLP
framework will build on current models to create a new standard across the recreation
sector, where one currently does not exist. By creating a platform based on research,
knowledge, and best practices from all disciplines, recreation programmers will be able
to provide effective and consistent programming across the sector.

The Functional Physical Literacy Framework
The FPL framework will be presented on a dynamic website platform that
provides a compendium of knowledge for a variety of audiences. The deepest layer (3)
will consist of evidence-based content including research citations, reports and articles
that pertain to the three subsections: motor proficiency, cognitive development, and
social-emotional maturation. Each subsection will include both recent and seminal
research to show how the literature related to child development is evolving and
informing the recreation sector. Full references and applicable links to more information
will be provided in this layer. A team of research assistants who will scour a variety of
search engines will gather content. Layer 3 is meant to act as a reference tool for those
leaders and practitioners who are serious about looking for knowledge in specific areas
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International Journal of Sport Management, Recreation & Tourism
of PL. It will be an extensive foundation on which to build the other two more simplified
layers. Vivo’s research and innovation team has started to assemble the content and is
committed to keeping the FPL framework up-to-date as an evolving database for current
research in all domains of wellbeing.
The second layer will be the curriculum development layer. It is the translation of
the content layer into practice. Practical examples of best practice and relevant
instructional strategies will be shared at this level. Live links will connect the second and
third layers for maximum clarity and efficiency. Staff and volunteers in recreation need
knowledge and resources, as well as the skills to plan and deliver high-quality programs
and services based on specific community needs and strengths (Active Canada 20/20,
2012; Canadian Parks and Recreation Association, 2015). The FPL framework answers
the call for an effective and accessible knowledge translation strategy for practitioners.
The primary public layer (1) is intended for a general audience external to the
recreation sector and is the simplified consolidation of the content into a relevant and
readable format for parents and caregivers. Infographics and easy to understand facts
pertaining to developmental milestones in each of the physical, emotional, social, and
cognitive domains will be neatly presented for easy access. The focus of this layer is
how physical, social, emotional and cognitive developmental milestones relate to
building a foundation of FPL through natural free living. This layer will be the primary
opportunity for the recreation sector to reach out into the communities it serves and
provide educational resources about FPL. This layer will also be designed to encourage
families and communities to increase social connectedness toward the goal of healthy
active living. Providing parents with an easy-to-understand educational resource about
FPL milestones will improve their knowledge and serve as a reliable source of factual
information about child development.
Conclusion
The FPL framework will allow recreation program managers to gain insight into
effective instructional practices; parents to have a better understanding of the milestones
that their child may go through during preadolescence; and researchers to fully
understand the evidence connected to best practice. The FPL framework is an effort to
combine the knowledge that has accumulated in all areas of the sport and education
sector, and apply it specifically to recreation in an accessible and easy-to-understand
way for the average consumer. The FPL framework will help to strengthen the ties
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International Journal of Sport Management, Recreation & Tourism
between the sport, education, and recreation sectors by providing everyone with
immediate access to the evidence used to make informed decisions about child and
youth development. The Canadian Sport Policy suggests that strong partnerships
between sectors can help recreation to provide effective program development
(Government of Canada, 2012). This framework will support recreation leaders in their
pursuit to create quality programming that is creative, purposeful, and meets the
developmental needs of children and youth.
We have taken a multi-layered and holistic approach that acknowledges the
influence of physical, social, emotional and cognitive development in the journey toward
PL. This strategy is designed to engage as many people as possible in the connection
between FPL and wellbeing. Plans are underway to complete the project and make it
available to the public in 2018.
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