Knowledge, transfer, and innovation in physical literacy curricula

Abstract

Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation. Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education. This emphasis on physical literacy curricula continues today in the Science, PE, & Me! and The Science of Healthful Living interdisciplinary curricula.

Definitions, Foundations and Associations of Physical Literacy: A Systematic Review

“…In general terms, the basis of what constitutes a literate individual in any domain is an acquired knowledge and understanding in a variety of settings [3, 59, 60]. Three core categories were deployed in the cognitive subtheme; specifically, knowledge and understanding of activities, knowledge and understanding of healthy and active lifestyles and the ‘value to take responsibility for physical activity’.…”

“…According to Taplin [62], all individuals have the capacity to develop their own physical literacy, regardless of their age, ability, weight and height. Thirteen papers defined children and youth populations as a target audience for physical literacy [3, 9, 60, 63, 65, 69, 70, 79, 81, 85–88]. While discussing children, education and PE were frequently associated with physical literacy, with a tendency to view PE as imperative to a child’s education through moving to learn and learning to move [70].…”

“…As highlighted in ten papers, significant others play a vital role in promoting learners’ physical literacy [9, 56, 57, 60, 62, 65, 76–78, 86]. Although PE is one means of promoting physical literacy in children and young people, PE teachers are not solely responsible for developing one’s physical literacy [40].…”

Impact of Teacher Value Orientations on Student Learning in Physical Education

“…The standard-based curricular context demands accountability for students’ learning measured against the predetermined expectations designated in the curriculum. In addition, in physical education, the curricular shift from sport/skill centered to health focused curricula has ignited changes in both standards and goals within physical education curricula as indicated in the recent emphasis on physical literacy (Ennis, 2015). It remains to be determined whether value orientations play a significant role in mediating the impact of an externally designed, standards-based curriculum.…”

JTPE Special Issue on Student Motivation

“…Developing a comprehensive understanding of student motivation in PE is essential to systematically structuring positive learning environments that facilitate the development of physical literacy. Ennis (2015) recently outlined physical literacy as students' ability to develop proficient skills and deep knowledge that can be applied confidently both in and out of PE to develop and maintain a healthy, physically active lifestyle. Students actively participate in their learning and make decisions in PE that help determine the trajectory of their physical literacy development.…”