It has been shown that Swedish four-year-olds are not sufficiently active in their everyday life. This puts the Swedish preschool and its teachers in a unique position to help children form healthy behaviours around physical activity in their early childhood. Therefore, the purpose of this systematic review is to provide knowledge of how to teach physical activity in preschool. This systematic review is based on a search in ERIC Ebsco followed by several searches in different publications: Forskning om Undervisning och Lärande, Early Childhood Education Journal among others.The findings show that there are numerous ways of teaching PA1 in preschool. When children are physically active on their own, preschool teachers can engage with them and point out new dimensions to them. Another way to teach PA in preschool is to use structured PA by following a set PA program or the teacher’s own planned lesson content. This method can be used to either promote PA and children’s time spent in MVPA2 or using PA as a mean to teach other subjects. While teaching PA in preschool, teachers must instruct using both their body and their voice, they also need to support children and actively engage in PA with children.Our main conclusion is that the goal of teaching PA in preschool is dynamic. PA can be used as a mean to raise children’s activity levels and as a mean to teach other academic content while children are being physically active. We will discuss what these findings implicate in the matter of teaching PA in the Swedish preschool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-93049 |
| Date | January 2021 |
| Creators | Börjel, Karin, Lindström, Helena |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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