Discussion
’ increased cognitive and social development
FMS
This study described the role of the PLEY project’s OLPP intervention on domains of physical literacy in preschoolers attending childcare centres in Nova Scotia. Previous results from this study suggested that the OLPP intervention had a positive impact on some measures of physical activity and no impact on physical competence assessed with a traditional FMS assessment tool [While specific physical literacy assessments have been validated for use in school-age children [Children in both the intervention and control groups had increases in MVPA and TPA from baseline to 3 months; and levels then slightly decreased from 3 to 6 months. At both 3 and 6 months, TPA, but not MVPA, was higher among children in the intervention versus control group. Despite these results, educators in the intervention group perceived children to be more active during outdoor play once loose parts were introduced. Similarly, preschoolers who took part in a childcare intervention that involved both structured and unstructured physical activities displayed greater increases in TPA, but not MVPA [Preschoolers’ physical competence was not improved based on a traditional FMS assessment following participation in the PLEY project [Educators shared that OLPP positively impacted preschoolers’ confidence, specifically their confidence in their physical abilities and their desire to try new or challenging activities. Motivation and confidence is an important domain of physical literacy because it is essential that children are enthusiastic about and enjoy movement to prepare them for a lifetime of physical activity [Without direct measures of knowledge and understanding from the preschoolers, this domain was challenging to capture. However, educators provided important insights and observations during focus groups to help us understand how children developed their knowledge and understanding about physical activity. Due to the unstructured, child-led nature of the PLEY intervention, preschoolers learned by observing and mimicking each other’s movements and actions. Educators also reported how some children took on leadership roles when playing with the loose parts. Secondly, the educators observed that OLPP contributed to preschoolers’ increased cognitive and social development, particularly the development of teamwork, collaboration, and problem-solving skills. In a study that implemented natural risky play environments in childcare centres, early childhood educators also observed increases in children’s problem solving skills as they played in the updated play spaces [Several strengths and limitations of the PLEY project have been described previously [