In support of physical literacy throughout life

Whitehead, Margaret

doi:10.4324/9780203702697-4

Cited by 199 publications

(483 citation statements)

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“…Other evidence has also proved that perceived PL is positively associated with adolescents' physical activity levels, especially within recreational physical activity [20]. According to Whitehead, the philosophical foundations of the concept of PL concerning monism and embodiment support the belief that the body and mind are one and cannot be separated [4,21]. PL refers to the interconnected and inseparable nature of all the capabilities, that is, thoughts, feelings, and movements are intricately correlated [21].…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the study has particularly drawn attention on the important role that perceived PL plays in the current challengeable environment in which children, especially females, are becoming less active. Although complicated, the concept of PL and the perceived ability of acknowledging PL highlight that the associations between the actual and perceived levels of PL should be highly valued for maintaining a physically active lifestyle [4].…”

Section: Discussionmentioning

confidence: 99%

“…As a multifaceted construct, PL has been explored within different epistemologies. This multidimensional concept emphasizes an individual can lead a fulfilling life encompassing "the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity" through enriching embodied experiences [4]. PL nurtures the disposition of an individual to establish a purposeful physical activity for pursuing an active lifestyle [5].…”

Section: Introductionmentioning

confidence: 99%

“…As such, the attributes of the perceived PL, including Knowledge and Understanding, Selfexpression and Communication with others, and Sense of self and Self-confidence, have been reinforced with the core attributes of motivation, confidence, physical competence, and interaction with the environment emphasized in Whitehead's (2010) definition. The perceived PL has been echoed with several of the kernel attributes of the PL concept [4]. Children develop their level of PL through embodied experiences as they grow during their life journey.…”

Section: Introductionmentioning

confidence: 99%

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Associations between perceived and actual physical literacy level in Chinese primary school children

Sum

Sit

et al. 2020

BMC Public Health

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Background: The concept of physical literacy (PL) is gaining popularity within public health and physical education circles. However, little is known about the relationship between perceived and actual PL levels among school-aged children. The aim of this study is to explore the associations between perceived and actual levels of PL of primary school students in China. Methods: A total of 327 children (153 boys and 174 girls) with a mean (SD) age of 10.0 (±1.0) years were included for analysis. PL perceptions were measured using the Perceived Physical Literacy Instrument. Children's actual level of PL was objectively assessed by the Chinese version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge and Understanding. Pearson's correlation coefficients were calculated to examine the relationship between students' perceived and actual PL levels, whereas Multivariate Analysis of Variance (MANOVA) was calculated to investigate the gender, relative age differences, and interaction effect (2 × 4) on perceived and actual PL levels respectively. Results: Significant correlations were observed between the perceptions and actual PL scores in both boys (r = .46, p < .01) and girls (r = .41, p < .01). Low to moderate significances were shown between each domain of perceived PL and actual PL (from .16 to .49). Further MANOVA results revealed that there were significant gender differences in the Daily Behavior domain of actual PL (F (1, 319) = 30.15, p < .001, Wilks' Λ = 540.88, η 2 partial = .09). Overall, boys had both higher actual PL scores (58.9) and PL perceptions (37.3) than girls. Neither relative age effect nor interaction effect (2 × 4) was observed for the current participants in all the variables. Conclusions: This study is the first to examine the associations between the perceived and actual levels of PL in Chinese children. Additional studies should explore the importance of children's perceptions of PL when assessing the actual level of PL in physical education and health settings. Girls should be more encouraged by PE teachers to participate actively in physical activities in the school environment.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Associations between perceived and actual physical literacy level in Chinese primary school children

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Sit

et al. 2020

BMC Public Health

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“…Often 143 the PE ideology will override the concept of physical literacy. Although physical literacy is 144 not described as a philosophy in its own right, its existentialist (Sartre, 1957) and 145 phenomenological positioning within a monist perspective (Whitehead, 2010) can provide a 146 solid foundation for PE to be built upon. Traditional PE ideologies can often mean that other 147 activity areas such as dance, gymnastics, health fitness and wellbeing, adventurous activities, 148 and aquatics can be overlooked in favor of the more traditional sport based activities.…”

Section: Physical Literacy and Psts' Beliefs 68mentioning

confidence: 99%

The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners

Flemons

Diffey

Cunliffe

2018

Journal of Teaching in Physical Education

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12This paper discusses teacher preparation in relation to encouraging and empowering future 13 teachers to appreciate the potential and value of adopting physical literacy as the goal of PE. 14 The paper addresses the issue of the role of schools and teacher training programs in 15 developing the next generation of PE teachers entering PE Teacher Education (PETE) with 16 respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical 17 literacy, and providing high quality learning experiences that are crucial to continuing 18 physical activity throughout the life course for all children, not just those that have a natural 19 aptitude in this area. Many advocates for radical change in physical education have 20 repeatedly argued that physical education curricula around the world are too focused on a 21 traditional, one size fits all, sport technique based, multi-activity form. Others have argued 22 that the traditional curricula have a primary focus on physical competence in running, 23 jumping, and balls skills rather than providing experience in a wide range of physical 24 activities including, inter alia, those with a focus on aesthetic awareness and those related to 25 outdoor adventure. 26 27

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Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education

Maher

Rossum

Morley

2022

British Educational Res J

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In the UK, one consequence of neoliberalism has been the development of test cultures in schools and standardised assessment strategies used to judge all pupils against within and across curriculum subjects. Few studies to date have explored the influence of this on assessing the learning of pupils with special educational needs and disabilities (SEND), and none have centred physical education (PE). This study used the concept of ableism and semi-structured interviews to explore mainstream secondary school PE teachers' views and experiences of assessing the learning of pupils with SEND. Based on the findings, we discuss the importance of schools disrupting hegemonic, ableist modes of thinking that cast pupils with SEND as being of inferior ability when compared with their peers and thus being disadvantaged by standardised, normative assessment practices. Specifically, we identify a need for senior leaders and teachers in schools to recognise the needs and capabilities of pupils with SEND, through more holistic assessment approaches that focus on social, affective, cognitive and physical learning and development. We end by discussing the significance of initial teacher education and teacher networks to support this endeavour and advocating for the amplification of the voices of pupils with SEND, given that they have expert knowledge about the perceived inclusivity of assessment in PE because they can draw upon their lived and embodied experiences.

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In support of physical literacy throughout life

Cited by 199 publications

References 1 publication

Associations between perceived and actual physical literacy level in Chinese primary school children

Associations between perceived and actual physical literacy level in Chinese primary school children

The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners

Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education

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