PL Physical Literacy

AY
2.0
Observation for Youth

basic Workbook
Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 1
TABLE
OF
CONTENTS

What is Physical Literacy? 3

What is PLAY? 5
What is PLAYbasic? 6
PLAYbasic Workbook 7
Locomotor 9
1. Run there and back 10
2. Hop 12

Throwing 14
3. Overhand throw 14

Kicking 16
4. Kick ball 16

Balance 18
5. Balance walk backwards (toe-to-heel) 18

Scoring & Taking Action 20

PLAYbasic Form 21
PLAYbasic Tracking Sheet 22
 PL
What is Physical Literacy?
We know that today’s children and youth are much less active than in
AY
Physical Literacy
2.0

the past. In the interests of their long-term health and wellness, we need
to help them become more active and stay active.
Observation
The first step is to help them become physically literate. for Youth

People who are physically literate To make this happen, you need more The 2022
have the competence, confidence than just a wide range of movement
and motivation to enjoy a variety skills. You need a proper learning
ParticipACTION
of sports and physical activities. As environment, provided by a parent, Report Card gives
a result, they are more likely to stay coach or leader.
active.
children and youth a
The environment should encourage
But what is physical literacy free play, new activities, opportunities D for physical activity
exactly? for working together, freedom to ask and F for sedentary
Like reading and arithmetic, which questions and a supportive
develop a literary or numerical socio-moral environment. behaviours.
vocabulary, physical literacy develops In order to improve physical literacy
a “movement vocabulary” of and increase physical activity in
fundamental movement skills and children and youth we must first
fundamental sport skills. observe the current state or starting
These skills are the basis for moving point, and teach or coach accordingly,
with competence and confidence in as we do with other fundamentals
every kind of activity environment (on such as literacy or numeracy.
the ground, both indoor and outdoor; This is the purpose behind the PLAY
in and on water; on snow and ice; in Tools.
the air).
But physical literacy is not just
about learning basic fundamental
movement skills. Physical literacy is
also about having the competence,
confidence and motivation to apply
your fundamental movement skills
and fundamental sport skills in new
situations.

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 3
PL
AY
Physical Literacy
Observation
for Youth
Use the PLAY tools to
observe individuals aged
five and up and to track
physical literacy over time.

4 play.physicalliteracy.ca
What is PLAY? PL
PLAY is a collection of workbooks, forms and tracking sheets, which
comprise the tools designed to observe physical literacy in children
and youth.
AY
PLAY includes these tools:
PLAYfun
Used by a trained professional* to assess a child in 18 fundamental skills/tasks, such
as running, throwing, kicking and balance.
PLAYbasic
A simplified version of PLAYfun that can be administered quickly by a trained
professional in movement analysis to provide a snapshot of a child’s level of
physical literacy.

PLAYself
Used by children and youth to observe their own physical literacy.

PLAYparent
Used by parents of school-aged children to observe their child’s level of physical
literacy.

PLAYcoach
Used by coaches, physiotherapists, athletic therapists, exercise professionals and
recreation professionals to record their perceptions of a child’s level of physical
literacy.

PLAYinventory
A form used to record and track a child’s leisure-time activities throughout the year.

PLAYself, PLAYparent and PLAYcoach are forms used to supplement the skill observations, PLAYbasic
and PLAYfun.

The PLAY Tools were developed by Sport for Life with the expertise of Dr. Dean Kriellaars, of the University
of Manitoba.

In this document, we have used the words 'observation' in place of 'assessment'

interchangeably to reflect the nature and intent of PLAYbasic.
*Trained professionals: coaches, physiotherapists, athletic therapists, exercise
professionals and individuals trained in movement analysis.

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 5
 What is PLAYbasic?
PLAYbasic provides an assessment of key movement skills performed by the child. The tool itself is made
up of eight tasks that cover the child's physical abilities. Each ability is graded on a four-point rubric with the
following categories: Initial, Emerging, Competent and Proficient.

Who can use PLAYbasic: Since and must be able to identify gaps As a parent: PLAYbasic provides
PLAYbasic involves the observation in the child's development when an assessment of your child's skills
of specific skills, the observer must observing each task. and abilities. By having a trained
have some education in movement Observers may use PLAYbasic in professional observe your child using
and motion analysis. This could conjunction with the other PLAY PLAYbasic, you will gain insight
include trained physical education Tools to create a baseline assessment into your child's physical literacy
specialists and trained physical of the child's current level of physical development.
literacy observers, NCCP-certified literacy. Use the baseline assessment to
coaches, exercise professionals, Learn about the other PLAY Tools at:
create goals and track improvement.
physiotherapists or other sport play.physicalliteracy.ca.
You and the child should mutually
practitioners. These individuals must establish realistic goals (where the
have the knowledge to accurately child wants to be) and a manageable
assess the child's technique, process to reach them.

Directions Physical Literacy Observation for Youth

1. Ask the child to perform each of the tasks CONFIDENCE:
listed in the first column of the PLAYbasic On the right hand
form. side of the tool, you'll
2. Observe the child performing the skill and see a column labelled
rate each skill based on the four categories “Confidence.” In
provided (Initial, Emerging, Competent and this column, indicate
Proficient). whether the child had
3. Record observations using the PLAYbasic low confidence when
tracking sheet located at the bottom of performing each task.
the form.
4. Take action: Review the list of
ways to take action in your PLAYbasic
workbook or on our website at: play.
physicalliteracy.ca.
5. Remember to use the PLAYbasic tool along with
the other PLAY Tools to see all perspectives of
the child's level of physical literacy.

6 play.physicalliteracy.ca
PLbasic workbook
AY 2.0
In this section, you'll learn how to use and score the PLAYbasic tool,
and how to match your observation with the appropriate way to take
action.

To simplify things, we've

broken down PLAYbasic 1.
1 Locomotor (Run, Hop)
into four subsections:
2.
2 Throwing
3
3. Kicking
44 Balance

For each subsection, the workbook The framework will provide: As you progress through this
provides a framework to use the • equipment needed, workbook, you will receive a score
PLAYbasic form. specific to each subsection. Match
• instructions (how to administer),
this score with the list of suggested
• definitions of initial, emerging, actions you can take.
competent and proficient, and
Each action determines helpful
• examples of how a hypothetical solutions to engage the child,
observer may have answered each and improve their level of physical
question; Refer to these examples literacy and overall well-being.
if you are looking for additional
insight.

Please take out your PLAYbasic form and follow along for the upcoming
subsections.
Did you know? Some PLAY Tools can be filled out online at:
play.physicalliteracy.ca.

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 7
Important
p Important: Each question uses a 100mm scale so that the observer may place a
mark anywhere along the scale within each box. This allows the observer to be
more specific when defining the child's developmental level for each task.
Remember that the top score for proficient is the very best anyone could be at the
skill, regardless of age.
For example: This observer has placed a black mark on the left-most side of the
“Competent” box to identify that Child A has only just acquired the skill. This
score is worth 51/100.
An orange mark has been placed farther to the right side of the “Competent”
box to indicate that Child B is more competent than Child A, who has just
acquired the skill. This second score would be worth 63/100.

Developing Acquired
Initial Emerging Competent Proficient

x x
0 10 20 30 40 50 60 70 80 90 100

8 play.physicalliteracy.ca
1 Locomotor
The Locomotor section focuses on the child's ability to run. Running is the foundation of physical preparation
for many sports and is a competency that should be as proficient as possible. An individual's running skill can
mature and continue to improve well into adulthood, but the sooner it's properly developed, the better!

Children need a wide variety of movement skills that they can perform in
different settings (outdoors, indoors, in and on water, on snow and ice and
in the air). They also need a certain level of motor competence to participate
in most activities. A child with highly developed movement skills and greater
competence will be more likely to participate in physical activities.

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 9
Locomotor
Equipment
TASK 1 For this task, you'll need 2 pylons (5 metres apart)

Run there and back Scoring System

Developing Acquired
“I want you to run a
straight line to the pylon, Initial: Presence of numerous major gaps Competent: Basic level of execution
during execution: with minor sequencing errors:
stop, turn around and run
back. I want you to run to • Stumbles, slips or trips repeatedly • Motion is along a straight line
• Does not exhibit flow in transitions there and back
the line, turn around and
• Good speed (jog to run)
run back as best you can. • Movement is disjointed
Ready? Run now.” • Oversteps lines • Pivoting turn that is not fluid or
quick, but is successful
• Slow speed
• Mature running form is evident
• Running form missing key features

Emerging: Limited number of major Proficient: Overall proficiency is depicted

gaps, but able to execute basic by the quality of the movement:
sequencing of the task:
• Sprint speed
• Arm movements and leg movements
• Accelerates rapidly
only synchronized in some phases,
not all • Decelerates in control to a
momentary stop
• Sliding stop or shuffle-step stop
• Pivots and changes direction in a
• Basic features of mature running
continuous manner
form observed
• Arms and legs used purposefully
• Rounded turnaround is evident
for propulsion

Developing Acquired
Initial Emerging Competent Proficient

x
0 10 20 30 40 50 60 70 80 90 100

10 play.physicalliteracy.ca
 Locomotor
Observation Example
Sylvain would like to see how Josephine does at the skill of running there and back.
Sylvain sees that while Josephine still has some developing to do, her technique is stronger
when she runs in a straight line for a longer distance.
As Josephine accelerates, she still tends to lean forward and flap her arms. But as she gets
going, she runs with a more upright posture and uses her arms more for propulsion than
for flailing. However, Sylvain sees that as she approaches the pylon and begins to slow in
preparation for turning, she comes to a stuttering stop and almost oversteps the line.
Sylvain recognizes that Josephine has some developmental areas that definitely need work
and refinement, but he's also aware that she has some strengths in her technique as well.
He places a mark near the halfway mark under “Emerging.”

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 11
 Scoring System

TASK 2 Developing

Initial: Presence of numerous major gaps

Acquired

Competent: Basic level of execution

Hop during execution:

• Fails to maintain single leg support
with minor sequencing errors:
• Able to hop on one leg from start
and touches down opposite foot to end with medium distance hops
“I want you to hop from • Performs a jumping action • Evident aerial phase
this pylon to the next. • Upper body and lower body in • May not employ opposite leg to
I want you to hop as best asynchrony assist
you can. Please hop from • Distance may vary from hop to hop
here to there. Ready? in mid-range
Hop now.” • Start and stop control may be
limited

Note: Some children will perform

a “hop” off two feet on their first Emerging: Limited number of major Proficient: Overall proficiency is depicted
try. Simply correct and ask them gaps, but able to execute basic by the quality of the movement:
to hop off one foot on the next sequencing of the task: • Substantial hopping distance that
try. • Inconsistent distances and low is consistent in distance in
amplitude of displacement mid-range
(horizontal or vertical) • Immediate transition to hopping
• Balance control problems evident and immediate hop to stationary
during progression position at end
• Starting is stutter-like • Continuity in motion
• Stopping is sloppy and possibly • Good horizontal and/or
over-hopping or premature ending vertical speed
• Uses opposite lower limb and
upper body in synchrony with the
other lower limb

Note: Left/right symmetry is important for physical literacy. Ask the student to complete this
movement with both legs.

Developing Acquired
Initial Emerging Competent Proficient

x
0 10 20 30 40 50 60 70 80 90 100

12 play.physicalliteracy.ca
 Locomotor
Observation Example
Geri is a lifeguard at the community pool. She has agreed to run swimming lessons
for seven-year-olds. Because she knows how important physical literacy is for
swimming, she has requested that the kids show up early to each lesson so that she
can assess their pupils' fundamental skills.
Today, she is leading them through PLAYbasic's “Hop” task. Jennifer takes
their turn and Geri can see gaps in development as well as the potential in their
technique. Their movement is fluid, then begins to lose their balance. Sometimes
they have to step down with their opposite leg to keep from falling.
Although their pacing is erratic as they move between the cones, Jennifer does well
to maintain a fairly consistent medium-range distance from hop to hop. They set up
to reach the cone each time without coming up short or landing beyond. For the
most part, Jennifer displays synchrony between the upper and lower body, though
when their balance falters, so too does coordination. Geri places a mark under
“Emerging” edging on the side of “Competent.”

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 13
 2 Throwing
Equipment
For this task, you'll need:
• A large wall (target area)
• A 3-metre line away from the wall
• A marker on the wall placed 1.5
metres above the ground
• A tennis ball (or similar)

Scoring System

TASK 3 Developing Acquired

Competent: Basic level of execution
Initial: Presence of numerous major gaps
Overhand during execution: with minor sequencing errors:
• Throw fails to produce ball motion • Trajectory and speed of ball is
throw in the desired direction adequate
• Insufficient distance/velocity • Sequencing of lower body, trunk
and upper body is present but
• Limb motion restricted to a single limited
“I want you to overhand joint or upper limb
throw the ball at the wall • Weight shift is minimal
• No coordination with trunk or
and make it bounce back lower limbs • Follow-through present but limited
over the top of your head. • No weight shift • Trunk rotation present but limited
I want you to throw the
• Trunk rotation absent
ball as best you can. Please
try to throw the ball
Emerging: Limited number of major gaps, Proficient: Overall proficiency is depicted
against the wall as best by the quality of the movement:
but able to execute basic sequencing
you can. Ready? Throw
of the task: • Velocity of ball is good
now.”
• Ball is sent with poor speed or • Trajectory of ball is well controlled
trajectory (at least one of the two • Upper and lower body sequencing
Note: Sidearm throw is is adequate) is present
acceptable and can be assessed as • Basic sequencing of lower body to • Weight shift is pronounced from
“Competent” or “Proficient.” trunk to upper limb action is trailing leg to leading leg
evident
• Follow-through is present and fluid
• Weight transfer limited
• Very evident trunk rotation
• May appear disjointed in
sequencing of limb motion
• Very limited follow-through

Note: Left/right symmetry is important for physical literacy. Ask the student to
complete this movement with both hands.

14 play.physicalliteracy.ca
 Throwing
Observation Example
Liz just turned 10. She wants to play a whole bunch of sports this summer, which
pleases her mom, Beth. Beth is a physiotherapist and knows how important it is to
be physically literate. She decides to use the PLAY Tools with Liz to see if there are
any gaps in her daughter's development of physical literacy. As Liz works through
the overhand throw task in PLAYbasic, Beth sees a number of things that Liz does
well, and a few that will need some work.
The first thing Beth notices is the consistency with which Liz throws the ball at the
wall so that it bounces back above Liz's head. She manages to get enough trajectory
and velocity on the ball almost every time, and her accuracy with where the ball
lands is pretty steady as well. Liz also displays a smooth follow-through. Not only
does she bring her hand well behind her head, she extends her arm through in a
fluid motion.
From there, Beth pays attention to Liz's trunk rotation and stance. When Liz begins
the motion, she is too square to the wall, which cuts down on her trunk rotation.
This lack of trunk rotation in turn diminishes the appropriate weight shift from
trailing leg to front leg.
Beth sees that Liz's power, accuracy and arm movement are all well-developed areas
of strength, but that Liz really needs to focus on her stance and trunk rotation. Once
Liz has refined her technique in this regard, Beth believes her daughter's weight shift
from trailing leg to front leg will develop more naturally as well, as she already has
the tendency to shift weight when she throws. Because of this, Beth places a check
in the “Competent” box close to “Emerging.”

Developing Acquired
Initial Emerging Competent Proficient

x
0 10 20 30 40 50 60 70 80 90 100

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 15
 3 Kicking

TASK 4 Equipment
For this task, you'll need:
• A large wall (target area ) • Soccer ball (or similar)
Kick ball
• 1 pylon (4 metres away from the • Marker on wall placed 1 metre
wall) above the ground

Scoring System
“I want you to kick the
Developing Acquired
ball at the wall. You can
kick the ball with one foot Initial: Presence of numerous major gaps Competent: Basic level of execution
– whichever foot you like. during execution: with minor sequencing errors:
I want you to kick the ball • Misses the ball due to a lack of • Ball is directed appropriately
with one foot as best you coordination and timing • Speed of ball is good
can. Try to kick the ball • No synchrony between upper and
above the marker on the lower body
wall. Please try to kick the • Support leg and foot are poorly
ball as best you can above planted
the marker. Ready? • Whip-like kicking action with no
Kick now.” follow-through
• No speed or ball control
• Kicks with toe

Emerging: Limited number of major Proficient: Overall proficiency is depicted

gaps, but able to execute basic by the quality of the movement:
sequencing of the task: • Ball is powerfully propelled in a
• Speed of ball is slow controlled direction
• Some evidence of directional • Upper body leads lower body
control is present • Strong follow-through is present
• Foot contact reasonably solid

Note: Left/right symmetry is important for physical literacy. Ask the student to
complete this movement with both legs.

16 play.physicalliteracy.ca
 Kicking
Observation Example
Pierre coaches a U11 soccer team. Based on the PLAYfun tool, Pierre decides to have
all the participants kick a ball over a one-metre line on the wall as a way to gauge their
kicking skill.
One of the players, Vanessa, lacks coordination and often misses the ball. When she
does kick the ball, she rarely gets reasonable contact. Pierre sees that a big part of the
issue is due to the poor placement of Vanessa's support leg, and also because Vanessa
lacks synchrony between her upper and lower body.
When Vanessa does connect with the ball, she is not able to get it above the one-metre
mark on the wall. Though the rebound sometimes comes back in Vanessa's direction,
it is not consistent. Pierre doesn't think Vanessa has played before, but she knows that
with practice she'll get better. Pierre places a mark halfway under “Initial.”

Developing Acquired
Initial Emerging Competent Proficient

x
0 10 20 30 40 50 60 70 80 90 100

Sport
Sportfor Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook
forLife 17
 4 Balance

TASK 5 Equipment
For this task, you'll need:
Balance walk (toe to • 2 pylons placed 2 metres apart (or a 2-metre line on the floor)

heel) backward Scoring System

Developing Acquired

Initial: Presence of numerous major gaps Competent: Basic level of execution

“I want you to walk during execution: with minor sequencing errors:
backward 'toe to heel' • Able to maintain balance through
• Loses balance repeatedly
from one pylon to the all steps
• Doesn't use arms to balance
next while keeping your • Shows good foot placement,
• Poor or inconsistent placement of
balance. Walk backward but may be slow
feet from step to step
as quickly as you can • Exhibits minor balance control
while keeping your problems through some of the
balance. Walk backward steps
from here to there while • Upper limb wavering may be
keeping your balance. evident
Ready? Walk now.”
Emerging: Limited number of major Proficient: Overall proficiency is depicted
gaps, but able to execute basic by the quality of the movement:
sequencing of the task: • Performs a “cat walk” along the
• Able to demonstrate features of line in a fluid continuous motion
balance control • Very minor balance adjustments
• Tentative stepping action may be evident at ankles
• Non-fluid • There may be slight upper limb
• Major balance control problems wavering
during stepping
• May lose balance once or twice
in all steps

18 play.physicalliteracy.ca
Observation Example
Balance
Stacy, a former high-performance gymnast, owns a gymnasium where she runs
various introductory gymnastics classes. She enjoys watching the young athletes
who come to her classes and experience the various gymnastics skills while
developing their physical literacy. Her current group is all seven- and eight-year-
olds, and today she's assessing their balance by having them walk backward from
toe to heel.
Rudy, an eight-year-old begins. He starts tentatively and with some balance issues,
and he does not walk quickly. Stacy sees weaknesses in his technique.
As Rudy walks backward, he loses his balance often. Even when he slows right
down, he struggles to get through the steps without wobbling. His actions lack
fluidity and, although he gets his arms out to help him balance, more often than
not they are flapping in the air to control his body. She does note, however, that
Rudy places his feet in the right places each time, even if he loses his balance
shortly thereafter.
Stacy places a mark under “Emerging,” slightly closer to the “Initial” side.

Developing Acquired
Initial Emerging Competent Proficient

x
0 10 20 30 40 50 60 70 80 90 100

Sport for Life | PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook 19
 Scoring and
Taking Action
Scoring Taking Action
To score the PLAYbasic tool,
• Continue to routinely assess the child's skills using PLAYbasic or
measure the distance between
PLAYfun to ensure they are becoming physically literate.
the beginning of the “Initial” box
(left-most side of the box) and the
• Use the PLAYbasic tracking sheet located at the end of the workbook to
observer's mark in one of the four
keep track of these scores for your reference in future observations. This
categories. This distance will be a
will allow you to see how much the child has improved, and also how
score out of 100 (i.e., one point per
quickly. Both of these indications will help identify problematic areas in
millimetre).
need of improvement.
Do this for all five tasks to obtain the
child's PLAYbasic Physical Literacy • Ensure that the child has many different opportunities to develop ALL
Score. fundamental skills. This could be in their home, at school, in organized
sport, in community recreation and/or during leisure time.
Note about left side/right side synchrony:
For a list of quality sports and activities that will help the child develop
You may want to observe the child's
dominant and non-dominant sides when their locomotor, object control and balance skills, visit:
performing the hop, throw, and kicking skills. play.physicalliteracy.ca.
You can score them on their dominant side
but observing how they perform the skills on • Ensure that the child can be active in a fun and safe environment. This
their non-dominant side can provide valuable will allow them to advance in competency, which will in turn make them
information. Some children have a very wide
more confident. Without confidence, the likelihood of performing a task
range of ability when comparing dominant
to non-dominant sides. Development of
in front of people is dramatically reduced. This will limit the child's desire
the non-dominant side is important for to participate in activities with a group, on a team and even with friends
encouraging physical literacy development and family.
and long-term physical activity.
• Ensure that the child understands words that describe movement. What is
a hop versus a jump? Visit our website for a glossary of movement terms.

• Gain additional insight into a child's physical literacy by using the other
PLAY Tools at your disposal. For more information visit:
play.physicalliteracy.ca.

20 play.physicalliteracy.ca
cut here

Physical Literacy Observation for Youth

PLAYbasic Form
sportforlife.ca
PLAYbasic is intended for children aged five and up.
play.physicalliteracy.ca

Participant's Name ______________________________________________________________________________________________ Age: ____

Place a mark in the box that best represents the child's ability. Indicate if the child had low confidence, or needed a prompt, mimic, description or demonstration for each task.

Competence Confidence Comprehension

Developing Acquired

Task Initial Emerging Competent Proficient Confidence Prompt Mimic Describe Demo
1. Run there and back
2. Hop with left foot
with right foot
3. Overhand throw with left hand
with right hand
4. Kick ball with left foot
with right foot
5. Balance walk (toe to heel) backward

You can score and track your observation online at play.physicalliteracy.ca. There you'll be able to create groups and input PLAYbasic scores for any number of children.

sportforlife.ca
play.physicalliteracy.ca
© 2022 Sport for Life
PLAYbasic Physical Literacy
Observation
for Youth
Physical Literacy Tracking Sheet

Name
Date
Observation # 1 2 3 4 5 6 7 8 9 10 11 12
Task
Run
Hop
Throw
Kick
Balance
Total

Name
Date
Observation # 1 2 3 4 5 6 7 8 9 10 11 12
Task
Run
Hop
Throw
Kick
Balance
Total

sportforlife.ca
© 2022 Sport for Life play.physicalliteracy.ca
cut here
Acknowledgements
Version 2.0 – July 2022
PLAYbasic 2.0: Physical Literacy Observation for Youth Workbook © 2022 Sport for Life Society
Updates by Sport for Life: Liz Herbert, Drew Mitchell, Renée Lozeau, and Annie Lau.
Published by Sport for Life Society; Victoria, B.C.

All rights reserved. No part of this work may be reproduced or transmitted in any form for commercial purposes, or by any
means, electronic or mechanical, including photocopying and recording or from any information stored in a retrieval system,
without permission from the authors or Sport for Life Society.

ISBN: 978-1-927921-97-5

Version 1.0 – 2013

PLAYbasic 1.0: Physical Literacy Assessment for Youth Workbook
Original content developed by Dr. Dean Kriellaars and Benjamin Robillard; edited by Citius Performance Corp.: Richard Way,
Tyler Laing, Danielle Bell, and Thom Brennan; and produced by Sport for Life: Richard Way, Istvan Balyi, Dr. Vicki Harber,
Carolyn Trono, and Dr. Paul Jurbala.

References:
The information presented in this PLAYbasic Workbook is based on the research done by Dr. Dean Kriellaars, and the
content of several Sport for Life resources including Canadian Sport for Life Resource Paper; Developing Physical
Literacy; Physical Literacy Concept Paper; An Introduction to Physical Literacy; and Mental Fitness for Long-Term
Athlete Development. These Sport for Life resources can be found at sportforlife.ca/resources.

Financial contribution from

The views expressed herein do not necessarily represent

the views of the Public Health Agency of Canada.
 sportforlife.ca
play.physicalliteracy.ca