Ready, Set, Go! How to promote physical activity in your setting

The UK Chief Medical Officers’ Physical Activity Guidelines (2019) recommend that children aged 1-5 years old should be aiming to move for at least 180 minutes per day. Suggested movements range from less strenuous physical activity such as object and messy play to more vigorous movement such as climbing or dancing. As educators, we have a crucial role to play, particularly around motivating young children to be physically active and reach this daily goal.

Physical Development is the latest theme on our Early Years Evidence Store and outlines a number of evidence-based approaches educators can use. The first approach is Promoting Physical Activity.

The research evidence behind this approach outlines the importance of establishing a positive culture to motivate children to be physically active. This generally leads to positive effects. But, as educators, what do we need to do to establish this culture?

Think about your own practice, or the typical practices in your setting. Take some time to reflect on what educators currently do to promote children’s engagement in physical activity.

You and your colleagues may find two of the EEF’s resources useful during this process: our Guide to Effective Professional Development in the Early Years and our Professional Development Conversation Cycle tool.

Approach One, Promoting Physical Activity, identifies multiple practices that educators can use to support children’s physical development. When it comes to promoting physical activity, using a practice such as participate, where the adult demonstrates a positive attitude for physical activity through their own participation, can motivate the child. They might begin to recognise how much fun they can have when they engage in a particular movement or physical activity.

Take account of what you currently offer and make any necessary changes or adaptations to the provision or resources available.

Research evidence reinforces the importance of educators providing opportunities and motivation for children to be physically active. It is vital for educators to focus on using the child’s physical environment, both indoor and outdoor, to promote participation in physical activity. That way, they can create opportunities for children to move freely and with autonomy.

Educators can use the practice of sparking or tempting by carefully considering resources as well as the environment. Taking the child’s interests into account can help to motivate them to engage in physical activity, for example using the child’s preferred locations and resources, music or even healthy competition. Making changes to furniture or play equipment, or introducing novel resources, can spark an interest in the children to influence their engagement in physical activity.

When it feels like sufficient reflection has taken place and adaptations have been made, it’s time to get the children moving.

Children’s autonomy is identified as a key component in the research evidence behind this approach. This means encouraging children to make their own choices and to allow them to play freely within the positive environment that has been established. These approaches can increase their autonomy and the amount of time that children are physically active.

To find out more about supporting children to reach their daily goal of 180 minutes of movement, through Promoting Physical Activity and other approaches for Physical Development, visit the theme on the Early Years Evidence Store.