# Physical Literacy Observation Tool (PLOT)

## What is Physical Literacy?

Physical Literacy is the **motivation, confidence, and competence** to move for a lifetime (Whitehead, 2010).

## Physical Literacy Observation Tool (PLOT)

PLOT is a guide for observing *early years* fundamental movement skills to enhance program planning, activities, and play-based environments.

PLOT is based on the **Fundamental Movement Skills (FMS)**. FMS are necessary prerequisites to being physically active for a lifetime. FMS are divided into three categories of skills: stability, locomotor, and manipulative.

1. Stability Skills

* Ability to balance and stretch with a steady, stationary stance.

2. Locomotor Skills

* Ability to move from one place to another.

3. Manipulative Skills

* Ability to control an object using hands and feet.

For more details, please refer to the FMS chart located at the end of PLOT (p. 11).

**Please understand that PLOT is not a child development assessment tool.** Use PLOT in a play based setting or during naturally occurring situations to observe children's physical literacy skills.

## Suggested Uses of PLOT

* Resource tool for parents and ECEs

* General overview of children's physical literacy development

* Tool to compare children's growth at the beginning and end of a program/semester

* Tool for observation and/or screening

## Things to Consider Prior to PLOT Observations

* Development and movement skills are child-dependant. Therefore, you can complete the observations in **ANY** category if the observable moment is apparent regardless of the child's age (months).

* Our suggestion is to start observing partway through the lower age band and continue until the child is not demonstrating a skill.

* Be mindful that many movements can be observed during daily activities, such as bending and balancing to putting on shoes or walking up the stairs.

* Note that **not** all movements maybe observable in your setting.

* PLOT is divided into 3 colour-coded categories.

Yellow
6 months – 23 months

Green
24 months – 47 months

Blue
48 months – ± 71 months

## PLOT Observation Instructions – Let's Get Started!

1. Please review the questions **prior** to starting the observation.

2. Observe the child over the course of a week during everyday activities when he or she is spending time with you. Questions do not need to be answered in order.

3. Create a stimulating environment that elicits curiosity and exploration of each movement prior to the observation.

* See the Material Suggestion Box (p. 2).

4. Active engagement in play and exploration is the best learning method for children. Use "observable moments" when the child is naturally playing or exploring to make note of movement skills.

<footnote>* Please note, the gender had been randomly assigned throughout.</footnote>
<table><tr><td>Child's Name:</td><td>Is there a diagnosis for special needs?<br/>☐ Yes ☐ No</td><td>Observer's Name:</td></tr><tr><td>Date of Birth (MM/DD/YY):</td><td>If yes, state or describe diagnosis below:</td><td>Relationship to Child:</td></tr><tr><td>Gender:</td><td>Is this a familiar environment to the child? (if no, please explain):</td><td>Date Started:</td></tr><tr><td></td><td></td><td>Date Completed:</td></tr></table>

Material Suggestion Box

Part 1 – Stability Skills

<table><thead><tr><th colspan="2">Infants</th><th colspan="2">Toddlers</th><th colspan="2">Preschoolers</th></tr></thead><tbody><tr><td>- Crib</td><td>- Bean bag</td><td>- Beam</td><td>- Crib / bed (walking the side in a straight line)</td><td>- Line of tape</td><td>- Hopscotch</td></tr><tr><td>- Bowl</td><td>- Leaves / Pine cones</td><td>- Line of tape</td><td></td><td>- Coloured blocks</td><td>- Cones</td></tr><tr><td>- Sippy Cup</td><td></td><td>- Coloured blocks</td><td></td><td>- Pattern on a carpet / floor - using tiles</td><td>- Beam</td></tr><tr><td>- Scarf</td><td>- Any toy</td><td>- Pattern on a carpet / floor - using tiles</td><td>- Sidewalk curb (with supervision and caution)</td><td>- Pattern on a carpet</td><td>- Tires</td></tr><tr><td>- Puppets</td><td>- Pillows/ cushions</td><td>- Playgrounds curbs</td><td>- Pillows/ cushions</td><td>- Logs</td><td>- Crates</td></tr><tr><td>- Snow</td><td></td><td></td><td></td><td>- Foam noodles</td><td>- Obstacles</td></tr></tbody></table>

Part 2 – Locomotor Skills

<table><thead><tr><th colspan="2">Infants</th><th colspan="2">Toddlers & Preschoolers</th></tr></thead><tbody><tr><td>- Crib / bed<br/>(walking the side in a straight line)</td><td>- Bean bags<br/>- Bowl<br/>- Sippy Cup</td><td>- Stationary objects<br/>- Ball<br/>- Scarf<br/>- Bean bag</td><td>- Leaves / Pine cones<br/>- Question 21 - instead of a ball, it can be implemented on friend - chasing a friend to play tag</td><td>- Rungs of ladder<br/>- Stair cases<br/>- Obstacles</td><td>- Crates<br/>- Edge of table<br/>- Monkey bars<br/>- Fences (if strong)</td></tr><tr><td>- Wagon</td><td>- Scarf</td><td>- Stairs</td><td></td><td>- Rocks</td><td>- Stairs made of blocks / boxes/ crates</td></tr><tr><td>- Stroller</td><td>- Leaves / Pine cones</td><td>- Pillows/ cushions</td><td></td><td>- Boxes</td><td></td></tr><tr><td>- Toys on wheels</td><td>- Puppets</td><td>- Snow</td><td></td><td>- Crates</td><td></td></tr><tr><td>- Stairs - blocks, boxes, etc.</td><td>- Any toy</td><td></td><td></td><td></td><td></td></tr><tr><td>- Pillows/ cushions</td><td>- Snow</td><td></td><td></td><td></td><td></td></tr></tbody></table>

Part 3 – Manipulative Skills

<table><thead><tr><th colspan="2">Infants & Toddlers & Preschoolers</th></tr></thead><tbody><tr><td>- Balls</td><td>- Scarves</td><td>- Pine cones</td><td>- Blankets</td><td>- Ball</td><td>- Puppets</td></tr><tr><td>- Bean bags</td><td>- Flag</td><td>- Plush toys</td><td>- Leaves / Pine cones</td><td>- Net</td><td>- Any toy</td></tr><tr><td>- Pillows/ cushions</td><td>- Rock</td><td>- Pebbles</td><td></td><td>- Snow</td><td></td></tr></tbody></table>
## Part 1 – Stability Skills – Stretching / Sitting / Balancing

Child's Name:

Date of Birth:

<table><thead><tr><th></th><th>Consistent</th><th>Emerging</th><th>Not Observable</th><th>Comments/ Notes</th></tr></thead><tbody><tr><td>Yellow = 6 months – 23 months</td><td></td><td></td><td></td><td></td></tr><tr><td>Green = 24 months – 47 months</td><td></td><td></td><td></td><td></td></tr><tr><td>Blue = 48 months – ± 71 months</td><td></td><td></td><td></td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>1. While on her tummy, hold her head straight up?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>2. While on her tummy, straighten both arms and push her whole chest off the bed or floor?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>3. While on her back, lift her legs high enough to see her feet?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>4. Sit up straight on the floor for several minutes?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>5. While standing, balance her own weight?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>6. While standing, bend down and pick up a toy and then return to a standing position?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While standing, does the child...</strong></td></tr><tr><td>7. Bend forward to touch his knees or toes?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>8. Stand on his tiptoes and stretch his hands up to the sky?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>9. <strong>With</strong> support, balance on one foot for about one second?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>10. <strong>Without</strong> support, balance on one foot for about one second? (See Figure 1)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>11. Use his arms to balance, while walking on a straight line? (See Figure 1)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While standing, does the child...</strong></td></tr><tr><td>12. Bend to touch her toes and then stretch her hands up to the sky?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While on hands and knees, does the child...</strong></td></tr><tr><td>13. Curve her back up to the sky and then bend down towards the floor? (See Figure 2)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>14. Raise one arm straight out in front of her body, without falling over? (See Figures 2, 3.3)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>15. Raise one leg straight out behind her body, without falling over?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child walk...</strong></td></tr><tr><td>16. Walk in a circle, alternating feet?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>17. On a beam without falling off? (See Figure 1)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>18. <strong>Forward</strong> on a straight line, <strong>heel-to-toe</strong>, without losing her balance?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>19. <strong>Backward</strong> on a straight line, <strong>toe-to-heel</strong>, without losing her balance?</td><td>O</td><td>O</td><td>O</td><td></td></tr></tbody></table>
## Part 2 – Locomotor Skills – Walking / Crawling / Climbing / Running / Jumping / Hopping / Rolling

Child's Name:

Date of Birth:

<table><thead><tr><th></th><th>Consistent</th><th>Emerging</th><th>Not Observable</th><th>Comments / Notes</th></tr></thead><tbody><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>1. While on his back, wave his arms and legs, wiggle, and squirm?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>2. Roll from his back to his tummy, getting both arms out from under him?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>3. Get into a crawling position by getting up on his hands and knees?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>4. Try to move across the floor to get a toy? (See Figures 3.1, 3.2, 3.3)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>5. Pull himself to a standing position by holding onto something?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>6. With support, sidestep around the crib or furniture?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>7. With support, take several steps without tripping or falling?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>8. Without support, pull himself to standing using furniture, let go, and take several steps</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>9. Without support, stand up in the middle of the floor and take several steps?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>10. Push a toy on wheels, steering it around objects and backing out of corners?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>11. Walk and seldom fall?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>12. With support, walk up or down the stairs by placing both feet on each stair?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>13. Run and then stop, without bumping into things or falling? (See Figure 4)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>14. Jump up with both feet leaving the floor at the same time? (See Figure 4)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child....</strong></td></tr><tr><td>15. Walk around corners and stationary objects, without falling or bumping into anything?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>16. Walk around moving objects and people without falling or bumping into anything?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>17. Move in several directions: forward, backward, sideways, under, and over?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>18. Walk up or down stairs by placing only one foot on each stair?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>19. Run without falling most of the time?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>20. Run while holding a large object in both hands? (See Figure 5)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>21. Chase a ball? (See Figure 4)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>22. Jump forward with both feet leaving the ground at the same time?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>23. Jump from a raised surface and land solidly on her feet? (See Figure 6)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>24. With support, hop on one foot?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>25. Without support, hop on one foot?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>26. Without support, climb a stable structure? (See Figure 7)</td><td>O</td><td>O</td><td>O</td><td></td></tr></tbody></table>
## Part 2 – Locomotor Skills – Walking / Crawling / Climbing / Running / Jumping / Hopping / Rolling

Child's Name:

Date of Birth:

<table><thead><tr><th></th><th>Consistent</th><th>Emerging</th><th>Not Observable</th><th>Comments / Notes</th></tr></thead><tbody><tr><td>Yellow = 6 months – 23 months</td><td></td><td></td><td></td><td></td></tr><tr><td>Green = 24 months – 47 months</td><td></td><td></td><td></td><td></td></tr><tr><td>Blue = 48 months – ± 71 months</td><td></td><td></td><td></td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>27. Walk on his tiptoes?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>28. Lie down and roll like a log on the floor or down a hill?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>29. Stop, start, and change direction smoothly when running?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>30. Run around corners and <strong>stationary</strong> objects without falling or bumping into anything?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>31. Run around <strong>moving</strong> objects and people without falling or bumping into anything?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>32. <strong>Jump</strong> forward from a standing position, starting with his feet together?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>33. <strong>Hop</strong> forward on one foot without putting down the other foot?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>34. <strong>Hop</strong> from one foot to the other several times while staying in the same place?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>35. <strong>Skip</strong> forwards across a room, alternating feet?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>36. <strong>Leap</strong> over small obstacles?</td><td>O</td><td>O</td><td>O</td><td></td></tr></tbody></table>
## Part 3 – Manipulative Skills – Grasping / Throwing / Catching / Kicking

Child's Name:

Date of Birth:

<table><thead><tr><th></th><th>Consistent</th><th>Emerging</th><th>Not Observable</th><th>Comments / Notes</th></tr></thead><tbody><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>1. Reach or grasp an object using both hands?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>2. Pick up an object with only one hand?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>3. Bang an object up and down on the floor or table?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>4. While holding an object in each hand, clap the toys together? (See Figure 8)</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>5. Pass an object back and forth from one hand to the other?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>6. Roll a ball on the floor with both hands?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>7. Roll a ball on the floor with one hand?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>8. Throw a ball in the air with both hands?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>9. Throw a ball in the air with one hand?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>10. With support, kick a stationary ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>11. Without support, kick a stationary ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>12. Using both hands, throw a large ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>13. Using one hand, throw a small ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>14. Catch a large ball by making a basket with both arms against his body?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>15. Catch a large ball using both hands?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>16. Kick at a ball with his leg straight?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>17. Kick at a ball with his leg bent?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While standing still, does the child...</strong></td></tr><tr><td>18. Kick a stationary ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>19. Kick a moving ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>Does the child...</strong></td></tr><tr><td>20. Throw a ball with one hand in the direction of a person or basket?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>21. Catch a small ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>22. Play "catch" with others, throwing and catching?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While standing still, does the child...</strong></td></tr><tr><td>23. Kick a moving ball in a specific direction?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td colspan="5"><strong>While running, does the child...</strong></td></tr><tr><td>24. Kick a moving ball?</td><td>O</td><td>O</td><td>O</td><td></td></tr><tr><td>25. Kick a moving ball in a specific direction?</td><td>O</td><td>O</td><td>O</td><td></td></tr></tbody></table>
The illustrations show alternative suggestions for specific physical movements within PLOT questions.
Please understand that all movements can be easily introduced and observed through natural play moments.

<figure><img src="image_1.png" /><figcaption>Figure 1.</figcaption></figure>

A child is balancing on one foot, walking on a beam, using both of his arms to balance. PLOT observer will be able to observe multiple questions during what seems to be one physical movement.

<figure><img src="image_2.png" /><figcaption>Figure 2.</figcaption></figure>

This stretch can easily be observed and introduced during natural play moments such as crawling under a table or child entering a tunnel.

<figure><img src="image_3.png" /><figcaption>Figure 3.1.</figcaption></figure>

<figure><img src="image_4.png" /><figcaption>Figure 3.2.</figcaption></figure>

<figure><img src="image_5.png" /><figcaption>Figure 3.3.</figcaption></figure>

Figure above (Figure 3.1, 3.2, 3.3) illustrate different movements that can be observed as Part 2 – Question 4.
<figure><img src="image_6.png" /><figcaption>Figure 4.</figcaption></figure>

Children are chasing each other and enjoying natural play. Question 21 can be alternatively observed when children chase each other during natural play.

<figure><img src="image_7.png" /><figcaption>Figure 6.</figcaption></figure>

The figure illustrates when a child jumps from a raised surface such as stairs, steps, edge of a curb, etc.

<figure><img src="image_8.png" /><figcaption>Figure 5.</figcaption></figure>

Part 2, question 20 can be observed using other equipment.

<figure><img src="image_9.png" /><figcaption>Figure 7.</figcaption></figure>

A child is climbing a fence. This is an alternative observable moment of question 26 and it can be adapted to crates, chairs, tables, etc.

<figure><img src="image_10.png" /><figcaption>Figure 8.</figcaption></figure>

This movement can easily be observed during natural play moments such as, clapping her hands together, like "Pat-a-cake."
## Part 4 – Observations, Addressing Environment, Motivation, and Confidence

1. Does the **indoor** environment **encourage** physical activity?

2. Does the **outdoor** environment **encourage** physical activity?

3. Does the ECE/parent (adult) **encourage** physical activity?

4. Does the ECE/parent (adult) **actively participate** in physical activity with the child?

5. Is the child **curious** about the opportunities to be physically active (i.e. express interest)?

6. Does the child **explore** physical activity opportunities?

7. Does the child **engage** and persist in physical activities (i.e. repeat to mastery)?

8. Does the child **build upon** or extend his or her skills (challenge him or herself)?

9. Does the ECE/parent promote **curiosity** in the child's learning environment?
Part 5 – Environmental Considerations

These questions are designed to prompt further reflection about your child care environment

1. What **materials or equipment** could you add to the **indoor play space** to further promote physical literacy?

2. What **materials or equipment** could you add in the **outdoor play space** that would further enhance physical literacy?

3. What kinds of **activities** could you consider planning if you take the children's **interest** into account? For example – a 2-year-old is interested in farm animals, how could you turn this into a physical activity?

4. How can **you** model physical activity both inside and outside?

5. What are some ways that you promote **curiosity** in a child's learning environment?
<figure><img src="image_11.png" /></figure>

<figure><img src="image_12.png" /></figure>

In the home

<figure><img src="image_13.png" /></figure>

Community Recreation

<figure><img src="image_14.png" /></figure>

Structured Play

<figure><img src="image_15.png" /></figure>

School

<figure><img src="image_16.png" /></figure>

Preschool

<figure><img src="image_17.png" /></figure>

Body not mature enough

<figure><img src="image_18.png" /></figure>

Normal onset

<figure><img src="image_19.png" /></figure>

Best time to teach or practice

<figure><img src="image_20.png" /></figure>

Intervention program if skill not learned