Tracking Physical Literacy in Aotearoa New Zealand: concerns of narrowed curriculum and colonisation

Stevens, Susannah; Ovens, Alan; Hapeta, Jeremy; Petrie, Kirsten

doi:10.1080/25742981.2021.1901598

Cited by 11 publications

(14 citation statements)

References 24 publications

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Section: Discussionmentioning

confidence: 99%

“…As a result, differing international approaches to physical literacy have emerged in the interpretation and operationalisation of physical literacy, although this itself is not without debate. Most recently, a paper by Stevens et al [21] presented the concerns of the impact of a Westernised interpretation of physical literacy that neglects the values, identity and aspirations of Aotearoa New Zealand. While physical literacy has the potential to be a unifying concept that can enable stakeholders from health, sport and education to strategically come together [5,6,13,34], in Ireland this practice is only emerging.…”

Section: Discussionmentioning

confidence: 99%

“…The scores for each individual’s ranking of the 22 physical literacy components were summed, and a mean (SD) score for each component was calculated (Table 3 ). Additionally, in line with Whitehead’s conceptualisation [ 10 , 17 , 22 ], and as applied across a range of physical literacy research internationally [ 3 , 4 , 18 , 20 , 21 ], the 22 components were also categorised into the three broader domains of Physical/Psychomotor, Cognitive, and Affective [ 10 , 17 , 22 ] , as shown in Table 1 . The scores for each participant’s perceived importance of the individual components were summed and averaged, with a mean score for each domain calculated for each participant (Table 3 ).…”

Section: Methodsmentioning

confidence: 99%

“…Dudley et al [ 13 ] advocate for ‘genuine engagement in the co-production of policy’ and the devolution of decision making and power to panels of stakeholders. Even more recently, a critical reflecting on the implementation of physical literacy policy in New Zealand/ Aotearoa, Stevens et al [ 21 ] invites researchers to be more considerate of the cultural and social context in which policy is implemented. Arguably, incorporation of the voices of stakeholders in the development of policy position (bottom-up) offers an opportunity to produce a more nuanced strategic position, and a policy that is more relevant to the social and cultural context in which it will be implemented.…”

Section: Introductionmentioning

confidence: 99%

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Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

et al. 2022

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Background Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the first all-island consensus statement for physical literacy. Methods A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate differences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confidence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. Results A majority (63%) of respondents indicated they were aware of an existing definition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy significantly higher than decision makers, and significantly higher than coaches in the cognitive and affective domains. All stakeholders significantly rated the importance of the physical/psychomotor domain of physical literacy higher than the affective or cognitive domains of physical literacy. Conclusions Differences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a definition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commitment to physical literacy statement operationalisation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

et al. 2022

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“…There is now a much livelier debate about the nature and extent of literacy within the context of physical literacy. Work in Canada with Indigenous educators (Nesdoly et al, 2021 ) and in New Zealand, where the Māori philosophy of Hauora underpins holistic wellbeing (Stevens et al, 2021 ) has proposed that literacy/interaction needs to address contact with other cultures, being mindful of spirituality and the relational. In Norway, it is argued that interaction with the environment, particularly nature, should have a higher profile (Lyngstad and Sæther, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Durden-Myers¹,

Bartle²,

Dhillon³

et al. 2022

Front. Sports Act. Living

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The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term “literacy” within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy, and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead's philosophy of physical literacy and discussion is informed further by Derrida's notion of differance, and Barad's challenge to singular representations of concepts. Once harnessing these concepts, we reach a juncture of an in-between space; entry points of nonidentity (sameness) and points where multiple effects of difference are created. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute toward a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it's translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.

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Decolonising physical literacy for human and planetary well-being

Riley,

Delgado

2024

Aust. J. environ. educ.

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Traditionally, physical education has focused on movement competency to develop skills for successful performance in different physical activities. Recently, however, the focus of many physical educators is shifting to notions of physical literacy to promote human flourishing through embodied experiences across multiple and diverse movement contexts well beyond physical education. While this shift is a welcome corrective to more traditional approaches to physical education, mainstream conceptions of physical literacy remain unduly narrow as rooted in colonial logics that continue to separate humans from the Earth while locating dominant categories of the human in hierarchical positions of power. In response, this article is an entanglement of Western and Métis embodiments of physical literacy. Deconstructing universalising models and modes of physical literacy set in dominant Western constructs, we seek to foster culturally relevant and meaningful physical literacy to promote physical activity and the wholistic health and well-being of Indigenous, or specifically, Red River Métis teachers and learners in Winnipeg, Canada. In doing so, we seek to provide a (re)visioning of human/Earth relationships as cultivated through movement-with Land; and thus, strengthen physical educational practices that more adequately attends to social (human) and ecological (Earth) flourishing in the context of global climate change.

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Tracking Physical Literacy in Aotearoa New Zealand: concerns of narrowed curriculum and colonisation

Cited by 11 publications

References 24 publications

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Decolonising physical literacy for human and planetary well-being

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