Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

Alexandra Dobell; Andy Pringle; Mark A Faghy; Clare M P Roscoe

doi:10.3390/children8050338

Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England

Children (Basel). 2021 Apr 26;8(5):338. doi: 10.3390/children8050338.

Authors

Alexandra Dobell¹, Andy Pringle¹, Mark A Faghy¹, Clare M P Roscoe¹

Affiliation

¹ Human Sciences Research Centre, College of Science and Engineering, University of Derby, Kedleston Road, Derby DE22 1GB, UK.

Abstract

There is a lack of information available for physical education (PE) provision in the early years foundation stage (EYFS), prompting concern about what is currently delivered in schools and the values behind the approaches taken. Using semi-structured interviews, this study investigated educators' perspectives on the value of PE and physical activity (PA) for EYFS children across England in relation to opportunities for, barriers to, and benefits of PA and PE. This study collected important stakeholder views and can help shape the impact and implementation of fundamental movement skills (FMS) and PA interventions at the EYFS.

Keywords: early years foundation stage; educators; physical activity; physical education.