Physical Literacy and Teacher Professional Development

Durden-Myers, Elizabeth J.; Keegan, Sarah

doi:10.1080/07303084.2019.1580636

Cited by 26 publications

(13 citation statements)

References 42 publications

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“…Otherwise, little change in practice is a likely outcome (Harvey and Pill, 2019). Thus, we propose that those using the web as a form of informal professional development (a likely case given the limited availability for formal PL professional development) (Durden-Myers and Keegan, 2019; Stoddart and Humbert, 2017) need to critically analyse the PL web pages and resources they choose to engage with. As a result of better understanding the multiplicity of PL, teachers can make more informed decisions regarding the viewpoints, ideologies and ultimately the actors and version(s) of PL they choose to inform their practice.…”

Section: Discussionmentioning

confidence: 99%

When teachers Google physical literacy: A cartography of controversies analysis

Young

Alfrey

O’Connor

2021

European Physical Education Review

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How physical literacy (PL) is presented on ‘the web’ (i.e. Google) has implications for how health and/ physical education (H/PE) teachers and coaches engage with and understand the concept, and ultimately how it is made to act in practice. This research sheds light on the type of PL content they are likely to encounter in their search via the web. Utilising Venturini's ‘cartography of controversies’ method, the top 100 Google search results for PL were analysed to observe and describe how PL is presented on the web, by whom and in the name of what. Findings show that PL has been ‘framed’ on the web by a heterogeneous network of actors who present different viewpoints, ideologies and suggested practices for PL within and across the contextual ‘spheres’ of education, sport and health. Further, the findings highlight how Google's algorithms prioritise and privilege particular PL viewpoints and ideologies. Consequently, variations in understanding and practices will be evident between H/PE teachers and coaches who only engage with the first page of Google results (top one to 10 URLs) and those who read more broadly. Rather than relying on Google's algorithms or policymakers’ interpretations of PL that commonly serve the interests of the sport and health ‘spheres’ we suggest that H/PE teachers and coaches need to act as ‘knowledge brokers’ and thus be reflexive and aware of the multiple versions of PL that are presented on the web. This is especially important if they use the web as a form of professional development.

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Section: Discussionmentioning

confidence: 99%

When teachers Google physical literacy: A cartography of controversies analysis

Young

Alfrey

O’Connor

2021

European Physical Education Review

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“…mengamati bahwa guru pendidikan anak usia dini perlu mendiskusikan praktik pengajaran dengan orang lain yang lebih ahli misalnya guru pendidikan jasmani, namun yang terpenting, mereka perlu terlibat dalam dialog kritis tentang pekerjaan dan keadaan pengajaran mereka (Elizabeth J. Durden-Myers & Keegan, 2019). Dengan melakukan dialog kritis ini, guru dapat merefleksikan pedagogi dan praktik pengajaran fisik motorik melalui aktivitas fisik yang menyenangkan sehari-hari mereka sendiri, baik sebagai pendidik maupun sebagai pembelajar.…”

Section: Pembahasanunclassified

Optimalisasi Pemahaman Physical Literacy Dan Penggunaan Instrumen Pl-C Quest Pada Guru Pendidikan Anak Usia Dini

Friskawati

2023

aksararaga

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Physical literacy merupakan sebuah konsep baru di dunia pendidikan jasmani. Physical literacy sangat penting dikembangan dan diukur pada masa anak usia dini untuk mendukung pertumbuhan dan perkembangan anak secara holistik. Kegiatan ini fokus pada optimalisasi pemahaman mengenai pentingnya physical literacy dan pengukurannya menggunakan instrumen PL-C Quest bagi anak pendidikan usia dini. Metode pelatihan yang digunakan melibatkan ceramah, demonstrasi dan diskusi. Kegiatan diikuti oleh enam orang guru pendidikan anak usia dini di TK Negeri Pembina Cimahi beserta satu orang kepala sekolahnya. Hasil penelitian menunjukkan adanya pemahaman dan kesiapan guru dalam menerapkan pengukuran physical literacy menggunakan instrumen PL-C Quest. Kegiatan ini berhasil meningkatkan kesadaran dan kemampuan guru dalam memahami konsep dan pentingnya physical literacy di lingkungan pendidikan anak usia dini, terutama bagi anak untuk mendukung pertumbuhan dan perkembanyannya secara holistik. Kesimpulan dari penelitian ini menekankan pentingnya pelatihan dan sosialisasi dalam implementasi pembelajaran aktivitas fisik untuk mendukung physical ligteracy dan pengukuran yang tepat bagi anak menggunakan PL-C Quest.

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“…This could include written guidance for how to administer questionnaires, model videos of how to score physical competence assessments [52,194], and the creation of communities of practice to support the ongoing development of physical literacy assessment. While it may require additional resources to effectively prepare classroom teachers to administer assessments, enabling the teacher to conduct and interpret the results of a physical literacy assessment is particularly important as a classroom teacher will relate to and understand their pupils on a deeper level than that of a researcher [46].…”

Section: Feasibilitymentioning

confidence: 99%

“…Primary teachers report that assessment in PE provides a structure and focus to planning, teaching and learning, which positively impacts on both the teacher and child [45]. Thus, the classroom teacher, utilising the close relationship formed between teacher and pupil, should be empowered to implement an assessment of physical literacy, fulfilling roles such as charting progress, providing feedback, and highlighting key areas for how a child may develop their physical literacy over time [46][47][48][49][50]. Teachers themselves have, however, cited barriers to implementing assessment in PE such as the lack of priority given to PE within the curriculum; limited time, space and expertise [51,52]; difficulty in assessment differentiation and limited availability of comparator samples [45]; and varied beliefs, understandings and engagement regarding assessment [39,40], alongside limited knowledge of physical literacy [53].…”

Section: Introductionmentioning

confidence: 99%

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

et al. 2021

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Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217

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Physical Literacy and Teacher Professional Development

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 26 publications

References 42 publications

When teachers Google physical literacy: A cartography of controversies analysis

When teachers Google physical literacy: A cartography of controversies analysis

Optimalisasi Pemahaman Physical Literacy Dan Penggunaan Instrumen Pl-C Quest Pada Guru Pendidikan Anak Usia Dini

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

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