Physical literacy: a concept analysis

Young, Lisa; O’Connor, Justen; Alfrey, Laura

doi:10.1080/13573322.2019.1677586

Cited by 84 publications

(93 citation statements)

References 35 publications

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“…The concept is now at the forefront of several PE and sport policies (see Edwards et al, 2018). Moreover, a substantial and expanding body of scholarship addresses the concept, exploring: its different philosophies Whitehead et al, 2018); definitions (Hyndman & Pill, 2018;Shearer et al, 2018;Jurbala, 2015;Cairney et al, 2019a;2019b;Lundvall, 2015); origins (Cairney et al, 2019a;Young et al, 2019); practices (Corbin, 2016;Robinson et al, 2018); policies (Dudley et al, 2017;Roetert & MacDonald, 2015;Shearer et al, 2018); measurements (Cairney et al, 2019b;Edwards et al, 2018); understandings and misunderstandings (Robinson et al, 2018), including a burgeoning number of special issues on physical literacy (e.g. Dudley et al, 2019;.…”

Section: Ideologies Of Physical Educationmentioning

confidence: 99%

“…Corbin, 2016;Jurbala, 2015), review studies of physical literacy (e.g. Edwards et al, 2018;Hyndman & Pill, 2018;Young et al, 2019) and/or previously analysed in studies of definitions of physical literacy (e.g. Shearer et al, 2018;Young et al, 2019).…”

Section: Analytical Framework: Logics Of Critical Explanationmentioning

confidence: 99%

“…Edwards et al, 2018;Hyndman & Pill, 2018;Young et al, 2019) and/or previously analysed in studies of definitions of physical literacy (e.g. Shearer et al, 2018;Young et al, 2019). For included policy documents see references.…”

Section: Analytical Framework: Logics Of Critical Explanationmentioning

confidence: 99%

“…the permanence, stability, shared assumptions) in research seeks to establish a commonly held certainty about the usefulness of physical literacy in PE and youth sport. Typically, physical literacy encompasses aspects from affective, physical and cognitive domains (see Young et al, 2019) as illustrated by International Physical Literacy Association's (IPLA) popular definition that physical literacy is the: … motivation, confidence, physical competence, knowledge and understanding to value and engage in physical activity for life (IPLA, 2017).…”

Section: Social Logics Of Physical Literacy: Holism Movement Competementioning

confidence: 99%

“…Research reveals a discursive coherence about physical literacy as the development of movement competencies in various contexts leading to lifelong movement; positive affect like self-esteem and motivation to be physically active; and, cognitive knowledge about movement. What appears uncontested, is that physical literacy involves various movement competencies and skills and that increased engagement in physical activity leads to improved health in terms of life-long safe engagement in physical activity (see Cairney et al, 2019a;Corbin, 2016;Dudley, 2018;Dudley et al, 2017;Edwards et al, 2017;Johnson et al, 2016;Robinson et al, 2018;Young et al, 2019).…”

Section: Social Logics Of Physical Literacy: Holism Movement Competementioning

confidence: 99%

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The fantasmatic logics of physical literacy

Quennerstedt

McCuaig

Mårdh

2020

Sport, Education and Society

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The history of physical education has seen the embracing of practices that have promised idealized scenarios and visions of the future. These practices are in many respects ideological and this paper explores the ideological workings in physical education with a particular focus on physical literacy. The purpose is to articulate and discuss a set of discursive logics in research and policy on physical literacy in terms of what is claimed in its name. We draw on the logics of critical explanation framework and use recent research, policy documents and organisational web pages on physical literacy to identify the social and political logics that underpin the practice. Specifically employing the concepts beatific and horrific narratives, we explore the fantasmatic logics of physical literacy to reveal the shared ideological workings of this collection. Fantasmatic logics is applied to grasp the visions of what will come to pass if physical literacy is, or is not, implemented in sports and physical education. Together, the logics reveal an increasing seduction of physical literacy and its operation as an all-inclusive grand narrative through the hopes and fears that policymakers, researchers and other stakeholders attach to the practice of physical literacy. In contrast to previous ideologies in physical education where the horrific narratives were strong, it is an over-investment in beatific narratives that is at the core of physical literacy. It seems to be enacted in a relation between ideals and measurement, and in policy the narratives with grand promises of physically literate citizens also seem more opportunistic, not seldom ignoring conflict without recognition that the claims made are incommensurable. This erasure of conflict can become problematic if we don't continue the debate around what physical literacy reasonably can be held accountable for. Otherwise the wellintended beatific narratives risks over-investment and as a consequence ideological closure.

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