Putting theory into practice: developing increased physical literacy in children through CrossFit and strength and conditioning activities

While there is much research evidence to support the claims that increased physical activity is beneficial to health ( for example; Bailey et al 2005, 2009, Freedman et al 2001, Kannus 1999, Malina & Bouchard 1991, Sallis & Owen 1999, WHO 1995) there still remains a gap in terms of translating this apparent ‘knowledge’ into an everyday aspect of a significant proportion of people’s lives. <br /><br />There are many social factors that are often cited which create barriers to participation (Nichols 2007, Wellard 2013)), but even when measures are introduced to remove them it is not always the case that continued engagement is guaranteed. Consequently, there still remain bridges between the shared ‘beliefs’ about the benefits of physical activity held by academic and health educator communities and the awareness of this embodied knowledge and its application among the ‘everyday’ population. Bearing the above in mind, this presentation aims to provide an opportunity to reflect upon ways in which we can attempt to promote increased physical literacy (Whitehead 2010) in children through activities that encourage recognition of an embodied self. The presentation will outline the early stages of a current investigation into the benefits of a CrossFit Kids programme for primary school aged children in England as well as provide discussion about the theoretical claims of physical literacy, CrossFit and Strength and Conditioning along with practical applications we have been developing in the programmes that we are conducting with the children. The researchers draw upon expertise in a range of disciplines, including Sociology, Physical Education, Physiology and Sports Coaching.<br /><br />References<br />Bailey, R., Wellard, I. & Dismore, H. (2005) Girls and Physical Activities: A summary review, Education and Health, 23 (1): 3-5.<br />Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I. &Sandford, R. (2009) The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1):1-27.<br />Malina, R. and Bouchard, C. (1991) Growth, Maturation and Physical Activity. Champaign, US: Human Kinetics.<br />Freedman, D., Kettel Khan, L., Dietz, W., Srinivasan, S. and Berenson, G. (2001) Relationship of Childhood Obesity to Coronary Heart Disease Risk Factors in Adulthood: the Bogalusa Heart Study, Pediatrics, 108, pp. 712-718.<br /> Kannus, P. (1999) Preventing Osteoporosis, Falls and Fractures among Elderly People. British Medical Journal, 318, pp. 205-206.<br />Nichols, G. (2007) Sport and Crime Reduction: the role of sports in tackling youth crime, London: Routledge.<br />Sallis, J. & Owen, N. (1999) Physical Activity and Behavioral Medicine. Thousand Oaks, CA: Sage.<br />Wellard, I. (2013) Sport, Fun and Enjoyment: an embodied approach. London: Routledge.<br />Whitehead, M. E. (2010) Physical Literacy: Throughout the lifecourse, London: Routledge.<br />World Health Organisation / Fédération Internationale De Médecine Du Sport - Committee On Physical Activity For Health (1995) Exercise for Health. Bulletin of the World Health Organisation, 73(2), pp. 135-136.