The physical education pedagogical approaches in nurturing physical literacy among primary and secondary school students: A scoping review

Wong, Ming Yu Claudia

doi:10.1016/j.ijer.2022.102080

Cited by 6 publications

(7 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The increase in PL through traditional Lombok games is inseparable from the movements that influence it, such as kicking, throwing, catching, running, balancing according to the type of game carried out in this study (Anggita, 2019;Firmansyah et al, 2019;Widodo & Lumintuarso, 2017) and can improve social skills in children (Irmansyah et al, 2020). Several studies state that physical literacy is a multi-faceted concept, involving physical and motor competence, sports techniques, and physical skills (Claudia, 2022) (Edwards et al, 2018).…”

Section: Resultsmentioning

confidence: 81%

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

Sudarwo

Kurniawan²,

Irmansyah³

et al. 2023

View full text Add to dashboard Cite

Physical literacy has four components, one of which is the physical component. Increasing the physical component requires learning strategies implemented through physical education, one of which is the traditional Lombok game, which is an effective learning process for children. This research aims to test the effectiveness of traditional Lombok games in increasing physical literacy in elementary school students. This study used the Quasi Experimental Design research method (pretest and posttest control group design) involving 66 class IV students. It consists of two groups, namely, the control group and the intervention group. The intervention group (n = 33; 50% boys and girls) received a weekly 60-minute Lombok traditional game session provided by a local instructor trained in child care, whereas the control group (n = 33; 50% boys and women) received no additional treatment.Components of children's physical literacy were assessed using the PLAYbasic instrument before and after treatment. The results of the PL assessment of the pre-test control group were 42.7 in the Emarging category, the post-test was 45.5 in the Emarging category, while in the experimental group the pre-test was 45.6 in the Emarging category and the post-test was 65.1 in the Competent category, there was an increase in the experimental group. The experimental group using traditional Lombok games had a better level of physical literacy or the Competent category than the control group. While the results of data analysis from the study showed the output of the Independent Samples Test, the Sig value was obtained. (2-tailed) = 0.000 0.05.Thus, the traditional Lombok games for grade IV students aged 9 years have a significant influence. Based on these results, it shows the importance of traditional Lombok game interventions that can provide benefits for developing and increasing appropriate physical literacy in later life.

show abstract

Section: Resultsmentioning

confidence: 81%

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

Sudarwo

Kurniawan²,

Irmansyah³

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Aligning with an approach that emphasizes pedagogical sensitivity are those which involve non-linear pedagogies ( 76 , 77 ). A non-linear pedagogy prioritizes the learner, enables learners to learn through individual exploration, and facilitates holistic development of PL.…”

Section: Adjusting the Pedagogical Approachmentioning

confidence: 99%

“…A non-linear pedagogy prioritizes the learner, enables learners to learn through individual exploration, and facilitates holistic development of PL. Embracing the idea that learners are active participants in their own learning process, learners are given autonomy to design their learning content ( 76 ) and afforded the opportunity to explore, discover and problem solve [i.e., self-directed learning; ( 77 )]. Claudia ( 76 ) further explained that the use of non-linear pedagogies positively influenced children's PL, self-determination, motor competence, self-efficacy, and overall physical activity engagement through adaptable, creative and self-directed movement experiences.…”

Section: Adjusting the Pedagogical Approachmentioning

confidence: 99%

“…Embracing the idea that learners are active participants in their own learning process, learners are given autonomy to design their learning content ( 76 ) and afforded the opportunity to explore, discover and problem solve [i.e., self-directed learning; ( 77 )]. Claudia ( 76 ) further explained that the use of non-linear pedagogies positively influenced children's PL, self-determination, motor competence, self-efficacy, and overall physical activity engagement through adaptable, creative and self-directed movement experiences. This person-centred approach ( 78 ) has been positioned as a means of optimizing PL development and meaningful connections with the environment ( 58 ), empowering the learner “to guide instruction rather than being a pure recipient of it” ( 21 ).…”

Section: Adjusting the Pedagogical Approachmentioning

confidence: 99%

See 1 more Smart Citation

Individuals experiencing disability and the ableist physical literacy narrative: critical considerations and recommendations for practice

Pushkarenko,

Howse,

Gosse

2023

Front. Sports Act. Living

View full text Add to dashboard Cite

Physical literacy (PL) has been readily accepted and integrated globally, including organizations affording services to individuals experiencing disability. Despite its uptake, recent research has illustrated that understandings of PL reflect the normative standards of those who do not experience disability, leading to practices that diminish the unique and embodied capability of others while simultaneously validating ableism. While a shift towards recognizing and valuing the heterogeneity associated with PL has recently occurred, the ableist narrative persists. As a result, the operationalization of PL directly contradicts its conceptualization, fostering a physical activity climate that continues to marginalize individuals experiencing disability. With this in mind, this paper critically unpacks PL, challenging the existing ableist narrative and offering suggestions to heighten the level of inclusivity that underscores PL. Pathways, where physical activity professionals contribute to reproducing ableism, will be discussed.

show abstract

“…In terms of learning methods, the conclusion shows that the variety of learning methods used by teachers, such as demonstrations, assignments to students, games, group discussions, and projects, provide varied learning experiences for students and can help increase student motivation and involvement in learning. Physical education is able to stimulate physical and non-physical aspects concerning work ability, thinking and skills so that the improvement of the quality of strong human resources can be achieved (Croston & Hills, 2017); (Claudia, 2022); (Zach & Rosenblum, 2021).…”

Section: Process Evaluationmentioning

confidence: 99%

Evaluation of Primary School Physical Education Facilities and Infrastructure in the Regional Office of Education in Patuk Sub-District, Gunungkidul District

Ismediyono,

Guntur,

Susilowati

et al. 2023

IJMRA

View full text Add to dashboard Cite

The purpose of this study was to evaluate the facilities and infrastructure used in learning Physical Education Sports and Health in Elementary Schools in the Kapanewon Patuk Regional Office of Education, Gunung Kidul using the CIPP model which includes aspects of Context, Input, Process, and product. The research subjects consisted of principals and teachers. Data collection methods included documentation, observation, and interviews. Qualitative and quantitative data were analyzed using descriptive techniques. The results showed that the condition and feasibility of facilities and infrastructure for game sports are still not good with an interval value of 49%, while the interval value for gymnastics and athletics are 31% and 26% respectively, with the overall interval value of the three types of sports is 35%. Fulfillment of standardization is also still not good with a value of 27%. However, the implementation of Physical Education, Sports, and Health learning is good with a score of 67% and the learning outcomes of Physical Education, Sports, and Health reached 75%. Therefore, although there are still shortcomings, the creativity and innovation of teachers in teaching have made the learning process of Physical Education, Sports, and Health run well and the fulfillment of the minimum completeness criteria for Physical Education, Sports, and Health subjects is fulfilled. The suggestion given is that there is a need for improvement and improvement in facilities and infrastructure, fulfillment of standards stipulated in regulations, use of appropriate learning methods and techniques, and increasing student involvement in sports activities to improve the quality of learning Physical Education, Sports, and Health in Elementary Schools in the Kapanewon Patuk Regional Office of Education, Gunungkidul Regency. In addition, special improvements need to be made to improve students' learning achievements in sports that are still poor through additional training or intensive activities.

show abstract

The physical education pedagogical approaches in nurturing physical literacy among primary and secondary school students: A scoping review

Cited by 6 publications

References 45 publications

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

The effectiveness of Lombok traditional games on increasing physical literacy of elementary school

Individuals experiencing disability and the ableist physical literacy narrative: critical considerations and recommendations for practice

Evaluation of Primary School Physical Education Facilities and Infrastructure in the Regional Office of Education in Patuk Sub-District, Gunungkidul District

Contact Info

Product

Resources

About