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Physical literacy

About: Physical literacy is a research topic. Over the lifetime, 519 publications have been published within this topic receiving 6750 citations.


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BookDOI
07 Apr 2010
TL;DR: The concept of physical literacy has been studied extensively in the literature as mentioned in this paper, with the emphasis on the sense of self, relationships with others and the place of knowledge and understanding in the concept.
Abstract: 1. Introduction 2. The Concept of Physical Literacy 3. The Philosophical Underpinning of the Concept of Physical Literacy 4. Motivation and the Significance of Physical Literacy for Every Individual 5. Physical Literacy, Physical Competence and Interaction with the Environment 6. Physical Literacy, the Sense of Self, Relationships with Others and the Place of Knowledge and Understanding in the Concept 7. The Physical Self and Physical Literacy 8. Physical Literacy and Obesity 9. Physical Literacy and the Young Child 10. Physical Literacy and the Older Adult Population 11. Physical Literacy and Individuals with a Disability 12. Physical Literacy and Issues of Diversity 13. Promoting Physical Literacy Within and Beyond the School Curriculum 14. Physical Literacy and Learning and Teaching Approaches 15. Physical Literacy, Fostering the Attributes and Curriculum Planning 16. Conclusion and the Way Ahead

442 citations

Journal ArticleDOI
01 Jan 2001
TL;DR: The intention of this paper is to open a debate on the concept of Physical Literacy as mentioned in this paper, a term that has been used intermittently over the years but has never received serious analysis The discussion has three parts The first sets out, briefly, the findings of earlier research (Whitehead, 1987), which created the ground for this paper The second proposes a context within which the concept may be defined and uses this context to discuss possible components of the concept.
Abstract: The intention of this paper is to open a debate on the concept of Physical Literacy This is a term that has been used intermittently over the years but has never received serious analysis The discussion has three parts The first sets out, briefly, the findings of earlier research (Whitehead, 1987), which created the ground for this paper The second proposes a context within which the concept of Physical Literacy may be defined and uses this context to discuss possible components of the concept The presentation is set in an existential and phenomenological context and therefore considers the concept of Physical Literacy from a particular philosophical perspective The final part of the paper lists a series of questions These challenge proposals that are made in the paper and, at this stage in the debate, need to be subject to critical consideration

365 citations

Book
01 Jan 2014
TL;DR: The National Standards & Grade-Level Outcomes for K-12 Physical Education (NSSME) as discussed by the authors is the third iteration of the NSPE and includes three domains: motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity.
Abstract: Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, "National Standards & Grade-Level Outcomes for K-12 Physical Education" is all that and much more. Created by SHAPE America -- Society of Health and Physical Educators (formerly AAHPERD) -- this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students' holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: - The term "physical literacy" underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. - Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. "National Standards & Grade-Level Outcomes for K-12 Physical Education" presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also - empowers physical educators to help students meet the Common Core standards; - allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and - provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.

364 citations

Journal ArticleDOI
TL;DR: 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.
Abstract: Background The 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.

269 citations

Journal ArticleDOI
TL;DR: In this article, it is argued that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational 'goods'.
Abstract: A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’.

245 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20221
2021105
202058
201970
201872
201743