Physical Literacy Observation Tool (PLOT) Questionnaire
(6 months – 5 Years)
Child’s First Name:
Observer’s First Name:
Child’s Last Name:
Observer’s Last Name:
Date of Birth (mm/dd/yy):
Date of Birth (mm/dd/yy):
Is there a diagnosis for special needs?
o Yes
o No
If yes, state or describe diagnosis below:
Relationship to Child:
o Parent
o Grandparent
o Foster parent
o Educator
o Child care provider
o Other:
Observer’s Address:
City:
Province:
Postal Code:
Phone:
Is this a typical day for the child?
(if no please explain):
Is this a familiar environment to the child?
(if no please explain):
Email Address:
What is Physical Literacy?
Physical literacy is the motivation, confidence, and competence a child obtains from developing skills in movement.
The purpose of this tool is to provide a way of observing a child’s movement skills and create awareness about the
important role the environment plays in developing physical literacy.
On the following pages, you will see questions about different gross motor movements that children may do.
The gross motor movements are observed in 3 areas:
1. Non-Locomotor Skills
A child who has non-locomotor skills is able to balance and stretch with a steady stationary stance. Nonlocomotor skills usually involve small or large body movements and motions that support balance, coming from
the centre of the body. For infants, this begins with stretching their toes up to their mouths, holding their chests
up off the floor, sitting without tipping over, balancing on their hands and knees, and standing with stability. For
toddlers, non-locomotor skills involve balancing on one foot, walking on a straight line as best they can without
stepping off, and being able to touch their knees or toes by bending at the waist. For preschoolers, non-locomotor
skills look like balancing for longer periods of time on one foot, walking on a circular line without stepping off,
and walking forwards and backwards on a straight line.
2. Locomotor Skills
A child who has locomotor skills is able to move from one place to another. Locomotor skills can take many
forms. For infants, locomotor skills begin with rolling over, pushing their chests off the ground, crawling,
standing, and eventually walking. For toddlers, these skills are being built when they are walking, running,
stopping, climbing on playground equipment, and trying to jump or hop. For preschoolers, locomotor skills are
developed through running, jumping, hopping, skipping, climbing, and being able to move their bodies smoothly
around other moving people or objects.
3. Manipulative Skills
Manipulative skills allow a child to control an object using his hands and feet. For instance, these skills enable a
child to receive a ball, handle it, direct it, and deliver it. For an infant, this begins with grasping and learning how
to hold an object, release it, transfer it from one hand to another, and maybe even roll it, throw it, or kick it. For a
toddler, this object control looks like throwing large and small balls, trying to catch large balls, and kicking a
ball with intention. For preschoolers, manipulative skills continue to grow as they learn how to kick a moving
ball while they are also in motion, control the direction of the ball when throwing and kicking, and catching with
both hands or only one hand.
The PLOT is divided into 3 colour-coded categories, including:
Pink = Infant: 6 months – 24 months
Green = Toddler 25 months – 48 months
Blue = Preschooler 49 months– 72 months
The PLOT questionnaire includes 98 questions. However, you do not need to answer all of them. Because all children
develop at their own rate, you may choose to begin answering questions in the previous age category and then
continue to answer as many questions as you can for the child you are observing.
This child may already be doing some of the movements described in the questions, and there may be some
movements he is not doing yet. Based on what the child can do right now, please answer each question by filling
in the circle that indicates whether he is doing the movement often, sometimes, not yet, or not observable.
Before you start the questionnaire, remember three important things:
1.
The child needs to be rested and fed before starting.
2.
These questions are a guide, not a test! Make these questions like a fun interactive game.
3.
Let the child try each movement (if possible) before you fill in an answer.
The PLOT includes questions about the three key aspects to physical literacy: motivation, competence, and
confidence.
1.
2.
3.
4.
Does the indoor environment encourage physical activity?
Does the outdoor environment encourage physical activity?
Does the ECE/parent (adult) encourage physical activity?
Does the ECE/parent (adult) actively participate in physical activity with the child?
O
O
O
O
O
O
O
O
O
O
O
O
Not Observable
Always
Sometimes
Part 1) Questions addressing Motivation and Confidence
Never
* Note to those completing the PLOT: the PLOT is broken up into 5 sections (Motivation, non-locomotor,
locomotor, manipulation and environmental considerations) which can be done at different times within one (1)
month. This is an observation tool which should be used to inform your program plans using the child’s needs,
abilities and interests. As such it requires no score. Concerns about a child’s development should be addressed
by a medical professional.
O
O
O
O
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 master)?
8. Does the child build upon or extend his or her skills (challenge him or herself)?
Comments:
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Not Observable
9. When this child is on her tummy, does she hold her head straight up, looking around while
resting on her arms and elbows?
10. When this child is on his tummy, does he straighten both arms and push his whole chest off
the bed or floor?
11. When this child is on her back, does she lift her legs high enough to see her feet?
12. With the support of pillows or holding himself up, does this child sit up straight on the floor
for several minutes?
13. Without the support of pillows or holding herself up, does this child sit up straight on the
floor for several minutes?
14. While standing with her feet apart, does the child bend forward to touch her knees or toes?
15. While standing with his feet together, does the child bend forward to touch his knees or toes?
16. While standing with her feet apart, does the child stand on her tiptoes and stretch her hands up
to sky, touching her hands together like a mountain?
17. While standing with one leg crossed over the other, does the child bend forward to touch her
knees or toes?
18. While standing with her feet apart, does the child bend to touch her toes and then stretch her
hands up to the sky, in one motion?
19. When the child is sitting, does the child hold the bottom of her feet together while relaxing
her knees outward? (Butterfly stretch)
20. When the child is on his hands and knees, does he curve his back up to the sky and then bend
it down towards the floor? (Cat-cow stretch)
21. When the child is on his hands and knees, does he raise one arm straight out in front of his
body, without falling over?
22. While down on the floor on her hands and knees, does she raise one leg straight out behind
her body, without falling over?
23. With support, does this child balance his own weight while standing?
24. Without support, does this child balance her own weight while standing?
25. With support, does this child bend down and pick up a toy from the floor and then return to a
standing position, without falling or flopping down?
26. Without support, does this child bend down and pick up a toy from the floor and then return
to a standing position, without falling or flopping down?
Not Yet
Stretching/Sitting
Sometimes
Part 2) Non-Locomotor Skills
Often
Competence is broken up into three parts below: non-locomotor, locomotor and manipulative skills.
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
27.
28.
29.
30.
With support, does this child balance on one foot for about 1 second?
Without support, does this child balance on one foot for about 1 second?
Using his arms to balance, does this child walk on a straight line for a short distance?
Without support, does this child balance on one foot for at least 5 seconds without putting her
other foot down?
31. Does this child walk on a circular line, alternating feet, only stepping off the line once or
twice?
32. Does this child walk on a beam (e.g. a street curb or playground curb, a small log, less than 6
inches) without falling off?
33. Does the child walk forward on a straight line, heel-to-toe, without losing his balance and
stepping off the line?
34. Does the child walk backward on a straight line, toe-to-heel, without losing her balance and
stepping off the line?
Comments:
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Part 3) Locomotor Skills
Crawling/Walking
1. When this child is on her back, does she wave her arms and legs, wiggle, and squirm?
2. Does this child roll from his back to his tummy, getting both arms out from under him?
3. Does this child get into a crawling position by getting up on her hands and knees?
4. Does this child try to move across the floor to get a toy? He may roll, pivot on his tummy, scoot
on his bottom, or crawl to get it.
5. Does this child pull herself to a standing position by holding onto your hands, the crib, or the
furniture?
6. With support, does this child sidestep around the crib or furniture?
7. When you hold one or both hands to balance this child, does he take several steps without
tripping or falling?
8. Without help, does this child pull herself to standing using furniture, let go, and take several
steps away?
9. Does this child stand up in the middle of the floor by himself and take several steps?
10. Does this child push a little wagon, stroller, or other toy on wheels, steering it around objects
and backing out of corners if she cannot turn?
11. Does this child walk and seldom fall?
12. Does this child walk around corners and stationary objects, without falling or bumping into
anything?
13. Does this child walk around moving objects and people without falling or bumping into
anything?
14. Does this child move in all directions: forward, backward, sideways, under, and over?
15. Does this child walk up or down stairs by placing only one foot on each stair? (The left foot is
on one step, and the right foot is on the next.)
16. Without help, does this child climb the rungs of a ladder of a playground slide and then slide
down?
17. Can this child walk on his tiptoes for 15 feet (about the length of a large car)? (If the child is
always walking on his tiptoes, it is recommended you seek medical advice).
Not Observable
26. Does this child jump forward at least 3 inches with both feet leaving the ground at the same
time?
27. Does this child jump off of a small block, the edge of a sandbox, or the last step on a staircase
(any height less than 6 inches) and land solidly on her feet?
28. With support, does this child hop on one foot?
29. Without support, does this child hop on one foot?
30. Does this child lie down and roll like a log on the floor or down a hill?
31. Does this child stop, start, and change direction smoothly when running?
32. Does this child run around corners and stationary objects without falling or bumping
into anything?
33. Does this child run around moving objects and people without falling or bumping into
anything?
34. Does this child jump forward a distance of 20 inches from a standing position, starting with
his feet together?
35. Does this child jump over obstacles found in a yard or play environment?
36. Does this child hop forward on one foot for a distance of 4-6 feet without putting down the
other foot?
37. While staying in the same place, does the child hop from one foot to the other several times?
38. Does this child skip forwards across a room, alternating feet?
Comments:
Not Yet
18. Does this child climb onto furniture or other large objects, such as large climbing blocks?
19. Does this child walk up or down the stairs by placing both feet on each stair?
20. Does this child try to run (it may look like a hurried walk)?
21. Does this child run and then stop, without bumping into things or falling?
22. Does this child jump up with both feet leaving the floor at the same time?
23. Does this child run without falling, most of the time?
24. Does this child run while holding a large ball in his hands?
25. Does this child chase a ball?
Sometimes
Climbing/Running/Jumping/Hopping/Rolling
Often
Comments:
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Often
Sometimes
Not Yet
Not Observable
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
9. Does this child throw a ball in the air with one hand?
O
O
O
O
10. Using both hands, does this child throw a large ball?
11. Using one hand, does this child throw a small ball?
12. Does this child catch a large ball by making a basket with both arms and catching the ball
against her body?
13. Using both hands, does this child catch a large ball?
14. Using one hand, does this child throw a ball in the direction of a person or basket at least 6
feet away? (This question is about the child’s aim and control in the direction of the ball)
15. Using both hands, does this child catch a small ball (tennis ball size)?
16. Using one hand, does this child catch a small ball (tennis ball size)?
17. Does this child play “catch” with other children, throwing to them and catching the ball?
18. When holding onto your hands or the furniture, does this child kick out at a ball?
19. When the ball is on the floor, does this child walk into the ball?
20. When the ball is on the floor, does the child make an effort in trying to kick it?
21. Does this child kick at a ball with her leg straight?
22. Does this child kick at a ball with his leg bent?
23. While the child is standing still, does she kick a stationary ball?
24. While the child is standing still, does she kick a moving ball?
25. While the child is standing still, does she kick a moving ball?
26. While the child is moving, does he kick a moving ball?
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Part 4) Manipulative Skills
Grasping/Throwing/Catching/Kicking
1.
2.
3.
4.
5.
6.
7.
8.
Does this child reach for or grasp a toy using both hands at once?
Does this child pick up a small toy with only one hand?
Does this child play by banging a toy up and down on the floor or table?
While holding a small toy in each hand, does this child clap the toys together (like “Pat-acake”)?
Does this child pass a toy back and forth from one hand to the other?
Does this child roll a ball on the floor with both hands?
Does this child roll a ball on the floor with one hand?
Does this child throw a ball in the air with both hands?
27. While the child is standing still, does she kick the ball in the direction of another person or a
net? (This question is about the child’s aim and how she controls the direction of the ball by
using her feet while standing still).
28. While the child is moving, does he kick the ball in the direction of another person or a net?
(This question is about the child’s aim and how he controls the direction of the ball by using
his feet while moving).
Comments:
Part 5) Environmental Considerations
These questions are designed to prompt further reflection about your child care environment
1. What materials could you add inside the play space to further promote physical literacy?
2. What materials 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 interests 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?
Additional Physical Literacy Resources (Apple Model)
Hop Skip and a Jump (2nd Ed)
A collaborative resource document outlining the components of physical literacy with activity ideas for
child care professionals.