Abstract :
[en] Several studies have demonstrated that a physically active lifestyle has a positive impact on young children, either directly or later in their life (Telama et al., 2014). The latest WHO recommendations suggest that, between the ages of 1 and 3, children should accumulate a minimum of three hours of physical activity of all types per day. Adults responsible for these children (parents, grandparents, childcare professionals, preschool educators, etc.) should offer a wide and varied range of activities that not only help reach the recommended level of energy expenditure but also reduce sedentary behaviours. Activities shared with young children, as well as the adaptation of indoor and outdoor environments, are identified as key strategies for teaching healthy habits. Some authors have proposed examples of best practices to show that everyone can contribute to helping children become physically active, and explain how to design appropriate tasks to stimulate their development. Among these resources, several describe easy-to-implement games that support holistic development and highlight their importance (Bellotti et al., 2021). While these publications emphasize the power of play to motivate children to engage in physical activity, it would be interesting to explore how the PAMIA principles (Cloes, 2017), originally developed for physical education and sports settings, can be applied to young children. Based on self-determination theory, these principles focus on Pleasure, Achievement, Movement, Interaction, and Autonomy. During the presentation, the theoretical foundations of the PAMIA principles will be introduced, followed by short videos showcasing concrete examples of their application in a family context, drawn from personal experiences of intergenerational relationships. Participants will be invited to share concrete practices they have implemented with young children. The presentation will conclude with a discussion on the potential transferability of the principles to the kindergarten context.
