Physical literacy in the field of physical education – A challenge and a possibility

Lundvall, Suzanne

doi:10.1016/j.jshs.2015.02.001

Cited by 144 publications

(109 citation statements)

References 13 publications

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“…FMS were described as a concept that comprises three physical skills, including locomotor, stability and manipulative skills [72]. It was evident that several sport associations use physical literacy and FMS as synonyms, which may represent a departure from the definition of physical literacy advanced by Whitehead [3, 59, 72, 75, 80, 81]. Alternatively, the notion of participating in a range of purposeful physical pursuits literacy was deployed in six papers [11, 18, 66, 71, 82, 83].…”

Section: Resultsmentioning

confidence: 99%

“…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].…”

Section: Resultsmentioning

confidence: 99%

“…Although PE and sport are connected in many different ways, the goals of these two contextual factors of physical literacy often differ [37]. Eight papers referred to the sport sector as a contextual factor for physical literacy [10, 14, 56, 63, 75, 79, 81, 86]. In sports policies and documents, physical literacy has been described and operationalized by sports organizations mainly in three different forms [10].…”

Section: Resultsmentioning

confidence: 99%

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

et al. 2016

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BackgroundThe concept of physical literacy has stimulated increased research attention in recent years—being deployed in physical education, sport participation, and the promotion of physical activity. Independent research groups currently operationalize the construct differently.ObjectiveThe purpose of this systematic review was to conduct a systematic review of the physical literacy construct, as reflected in contemporary research literature.MethodsFive databases were searched using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines for systematic reviews. Inclusion criteria were English language, peer reviewed, published by March 2016, and seeking to conceptualize physical literacy. Articles that met these criteria were analyzed in relation to three core areas: properties/attributes, philosophical foundations and theoretical associations with other constructs. A total of 50 published articles met the inclusion criteria and were analyzed qualitatively using inductive thematic analysis.ResultsThe thematic analysis addressed the three core areas. Under definitions, core attributes that define physical literacy were identified, as well as areas of conflict between different approaches currently being adopted. One relatively clear philosophical approach was prominent in approximately half of the papers, based on a monist/holistic ontology and phenomenological epistemology. Finally, the analysis identified a number of theoretical associations, including health, physical activity and academic performance.ConclusionsCurrent literature contains different representations of the physical literacy construct. The costs and benefits of adopting an exclusive approach versus pluralism are considered. Recommendations for both researchers and practitioners focus on identifying and clearly articulating the definitions, philosophical assumptions and expected outcomes prior to evaluating the effectiveness of this emerging concept.Electronic supplementary materialThe online version of this article (doi:10.1007/s40279-016-0560-7) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

et al. 2016

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“…An emerging field of discussion revealed in the literature scan was that of Physical Literacy. Lundvall (2015) provided a synthesis of the literature in the field of Physical Literacy since 2000. The potential for Physical Literacy to positively re-brand and revitalise PE was suggested, however, in some jurisdictions the concept had been misrepresented as a synonym for fundamental movement skill teaching or sport skill teaching.…”

Section: Publication Title Findingsmentioning

confidence: 99%

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Baldock¹,

Pill²

2017

LCJ

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This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included:

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“…Numerous post-developmental analyses of physical activity pedagogies make visible how physical literacy discourses enact governmentalities of citizenship, individualism, responsibility, and aesthetics (Evans & Rich, 2011;Larsson & Quennerstedt, 2012;Lundvall, 2015;Nyberg & Larsson, 2014). We are concerned here with the consequential extensions of these pedagogies (Kummen, 2011) …”

Section: Pedagogies Of Movement In Canadian Educationmentioning

confidence: 99%

Movement/ing Provocations in Early Childhood Education

Land¹,

Danis²

2016

J Child. Stud.

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Nicole Land is a PhD candidate, sessional instructor, and research assistant in the School of Child and Youth Care, University of Victoria, where she also works with early childhood educators as a pedagogical facilitator. Drawing on feminist science studies and feminist new materialist perspectives, she is interested in attending to, and experimenting with, how fat(s) and muscle(s) can be practiced, move, and matter in early childhood education. Email: nland@uvic.ca Ildikó Danis is an early childhood educator at University of Victoria Child Care Services. She has a degree in early childhood special needs education from Georgia State University, Atlanta, and experience in the Canadian, US, and Hungarian educational environments. Her interest in the complex and inclusive ways of forming "natural childhoods" spurred her curiosity about children's relations with place and everyday, natural materials. Her focus on child-material relations and movement pedagogies is motivated by a commitment to attending to stories and events that evolve by chance in the themes of children's relations with other species, with the material world, and with place. Email: idanis12@uvic.ca (Rotas, 2015), engaging the tensions, productivities, and pauses of movement. We anticipated an abundance of movement within our indoor space and discussed how we might engage (with) running bodies or draw exuberant explorative movement into intentional engagements within the space. We were startled by how deeply difficult movement can be and how demanding movement is of our pedagogical response-ability (Haraway, 2015). Movement/ing Provocations in Early Childhood EducationAs part of an ongoing inquiry-based research project into pedagogical practices at a child care centre in British Columbia, Canada, a collective of educators, researchers, children, and families have been imagining how early childhood education pedagogies and practice might adequately respond to, or engage with, the complex, contested, and politicized worlds of contemporary childhoods. We-Ildikó (an early childhood educator) and Nicole (a doctoral student pedagogista)-position our pedagogical practices within a commonworlding ethic (Pacini-Ketchabaw, Taylor, & Blaise, 2016) and cultivate a sustained engagement with "the broader, relational contexts that children inhabit as integral parts of the universe" (Blaise, Hamm, & Iorio, 2016, p. 2). Our inquiry work launches from a politicized attention to the contested ethical dimensions of pedagogy, wherein a necessity to confront ongoing settler colonialism (Clark, PaciniKetchabaw, & Hodgins, 2014;Nxumalo, 2016), a concern with the infiltration of neoliberal paradigms within education (Ashton, 2014;Osgood, Scarlett, & Giugni, 2015), and an impulse to be response-able to contemporary Euro-Western anthropogenic forces (Taylor & Pacini-Ketchabaw, 2015) inform our practices.In the furniture-free space of the child care centre, we began to put our pedagogical practice to work with movement. Engaging with Drawing on an inquiry-based project focu...

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Physical literacy in the field of physical education – A challenge and a possibility

Cited by 144 publications

References 13 publications

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

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

What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education

Movement/ing Provocations in Early Childhood Education

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