Date of Completion
5-12-2019
Embargo Period
4-27-2019
Advisors
Lindsay DiStefano, Justin Evanovich, Lindsey Lepley, Jennifer McGarry, Hayley Root
Field of Study
Kinesiology
Degree
Master of Science
Open Access
Open Access
Abstract
Context: Physical literacy is a growing concept throughout the United States. In order to be physically active, children must develop physical literacy, which is the competency to control their body, and the confidence and motivation to be active. Socioeconomic status of children’s living communities may influence opportunities for physical activity and motor development, but this has not been examined in relation to physical literacy in the United States. The purpose of this study was to evaluate physical literacy competency between a low-resourced community and a high-resourced community. Methods: A cross-sectional study design was used to compare children between high-resourced (HIGH) and low-resourced (LOW) categories (LOW: >50% free/reduced lunch; HIGH: PLAYfun assessment tools. Results: There was a statistically significant interaction between environment and school level for LESS scores (p=0.02), Balance (p=0.02) and Running (pConclusion: Findings from this study reinforce the concern that children in low-resourced environments, specifically those in elementary school, may not have the neuromuscular control or fundamental movement skill competency needed to be active for life, which places them at risk of comorbidities associated with a sedentary lifestyle.
Recommended Citation
Zuk, Emma, "The Impact of Socioeconomic Status on Physical Literacy in Children" (2019). Master's Theses. 1383.
https://digitalcommons.lib.uconn.edu/gs_theses/1383
Major Advisor
Lindsay DiStefano