Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs?

Abstract

The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide examples of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program examples, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy.

A systematic review of tools designed for teacher proxy-report of children’s physical literacy or constituting elements

“…Studies were included if they were: (a) peer-reviewed and written in English Language; (b) study participants included children with mean age between 5 and 12 years; (c) focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument; and (d) instruments assessed one or more of the 30 elements within the APLF. Because the application of PL goes beyond the context of physical education and encompasses before-and after-school programming, recess, and classroom activities [38,39] and could be applied in performing arts [40], teacher proxy-report instruments that assessed elements in general contexts (not just in sport and physical activity) were included. For example, instruments assessing "self-regulation" in general, and those assessing self-regulation in the context of physical activity were included.…”

“…More specifically, the framework incorporates elements outside the physical domain that have not previously featured in other definitions. These elements may be equally beneficial for integrated movement experiences to develop PL [40]. An example element collaboration, situated in the social domain, reflects social skills (e.g., conflict resolution, cooperation, and leadership) required to successfully interact with others in movement and physical activity contexts [30].…”