Physical Literacy: Philosophical Considerations in Relation to Developing a Sense of Self, Universality and Propositional Knowledge

Whitehead, Margaret

doi:10.1080/17511320701676916

Cited by 152 publications

(142 citation statements)

References 7 publications

Supporting

Mentioning

122

Contrasting

Unclassified

Order By: Relevance

“…The movement battery assessments used at present do not coherently link test outcomes to the objectives of PL education as conceptualised by Whitehead [1,9]. Specifically, the movement capacities that demonstrate deep and meaningful learning of physical skills are neglected.…”

Section: Future Directions For Enhancing Pl Evaluation: Thementioning

confidence: 99%

“…These issues are summarised through exemplar different PA programmes across the world in Table 1. Whitehead's [1,9] model describes the behavioural, psychological and physical components that encompass PL. Psychological correlates include perceived competence, enjoyment and belief that engaging in physical pursuits is worthwhile [1].…”

Section: Physical Literacy (Pl) As the Primary Focus For Physical Edumentioning

confidence: 99%

See 1 more Smart Citation

Physical Literacy: Importance, Assessment and Future Directions

2014

View full text Add to dashboard Cite

Physical literacy (PL) has become a major focus of physical education, physical activity and sports promotion worldwide. PL is a multifaceted conceptualisation of the skills required to fully realise potentials through embodied experience. Substantial financial investments in PL education by governments are underpinned by a wide range of anticipated benefits, including expectations of significant future savings to healthcare, improved physical and psychological well-being of the population, increased work-force productivity and raised levels of expertise in sport and exercise participation. However, disappointingly, scientific evidence showing the efficacy of PL interventions to successfully meet such high expectation is limited. We suggest that contradictions in research findings are due largely to limitations in movement assessment batteries and consequent discrepancies between measurements used to assess the immediate outcomes of PL programmes. Notably, there is no robust empirical tool for evidencing skill learning in the physical movement component of PL, education and this presents a serious limitation to the design of, and claims that can be made for, such interventions. Considering the parameters of proficient PL skills and the limitations of current evaluation instruments, possible future directions for developing empirical measures of PL movement skills are presented.

show abstract

Section: Future Directions For Enhancing Pl Evaluation: Thementioning

confidence: 99%

Section: Physical Literacy (Pl) As the Primary Focus For Physical Edumentioning

confidence: 99%

Physical Literacy: Importance, Assessment and Future Directions

2014

View full text Add to dashboard Cite

show abstract

“…Physical education might even be concerned with a broader goal that transcends specific competencies: 'physical literacy' (Whitehead 2007), i.e. the (maximal) development of our potential for movement, as well as the ability to see this objective as an essential dimension of a qualitative human existence.…”

Section: The Corporeal Turn In Educationmentioning

confidence: 99%

Corporeality, Equality, and Education: A Biopedagogical Perspective

Vlieghe¹

2014

Review of Education, Pedagogy, and Cultural Studies

View full text Add to dashboard Cite

In this article I develop a new perspective on the role and the position of the human body in the world of education. The interest in the theme of corporeality is of course far from new, and this applies not only to the field of social sciences in general (where in the last two decades a 'corporeal turn' has taken place, see Sheets-Johnstone 2009), but also to the field of educational theory. This (re)new(ed) interest in the body was welcomed by many scholars,

show abstract

“…6,7 Australian children and youth live in a technology-driven society that perhaps does not prioritize movement as it should. The result of this appears to be that we have a generation of children who lack the physical literacy necessary to be physically, cognitively and psychosocially capable individuals, [8][9][10] which is vital if we want Australian children and youth to engage in lifelong physical activity (PA) participation at an appropriate level now and in the future. A coordinated response involving the individual, families, schools and the broader community as well as local, state and federal governments is vital, to initiate innovative ways of positively impacting PA behaviors, infrastructure, policies, and cultural practices that support lifelong activity for all.…”

mentioning

confidence: 99%

Results From Australia’s 2016 Report Card on Physical Activity for Children and Youth

Schranz¹,

Olds²,

Boyd³

et al. 2016

Journal of Physical Activity and Health

View full text Add to dashboard Cite

Background:Two years on from the inaugural Active Healthy Kids Australia (AHKA) Physical Activity Report Card, there has been little to no change with the majority of Australian children still insufficiently active.Methods:The 2016 AHKA Report Card was developed using the best available national- and state-based physical activity data, which were evaluated by the AHKA Research Working Group using predetermined weighting criteria and benchmarks to assign letter grades to the 12 Report Card indicators.Results:In comparison with 2014, Overall Physical Activity Levels was again assigned a D- with Organized Sport and Physical Activity Participation increasing to a B (was B-) and Active Transport declining to a C- (was C). The settings and sources of influence again performed well (A- to a C+), however Government Strategies and Investments saw a decline (C+ to a D). The traits associated with physical activity were also graded poorly (C- to a D).Conclusions:Australian youth are insufficiently active and engage in high levels of screen-based sedentary behaviors. While a range of support structures exist, Australia lacks an overarching National Physical Activity Plan that would unify the country and encourage the cultural shift needed to face the inactivity crisis head on.

show abstract

Physical Literacy: Philosophical Considerations in Relation to Developing a Sense of Self, Universality and Propositional Knowledge

Cited by 152 publications

References 7 publications

Physical Literacy: Importance, Assessment and Future Directions

Physical Literacy: Importance, Assessment and Future Directions

Corporeality, Equality, and Education: A Biopedagogical Perspective

Results From Australia’s 2016 Report Card on Physical Activity for Children and Youth

Contact Info

Product

Resources

About