Shearer, C, Goss, H, Edwards, L, Keegan, R, Knowles, ZR, Boddy, LM, Myers, EJ and Foweather, L (2018) How Is Physical Literacy Defined? A Contemporary Update. Journal of Teaching in Physical Education, 37 (3). pp. 237-245. ISSN 0273-5024

Preview

Text How Is Physical Literacy Defined A Contemporary Update.pdf - Accepted Version Download (880kB) | Preview

Abstract

Physical literacy continues to gain global momentum, yet the definition and underlying concept of physical literacy remain contested in both research and practice. This lack of clarity has the potential to undermine the operationalization of physical literacy. This paper considers the various definitions of physical literacy that are currently adopted internationally. Physical literacy experts identified seven leading groups that have established physical literacy initiatives. Although each group is unified in using the term physical literacy, there are contrasting definitions and interpretations of the concept. Common themes were identified, including the (a) influence of physical literacy philosophy, (b) core elements of physical literacy, (c) lifelong nature of physical literacy, and (d) the need to scientifically pursue a robust operationalization of the concept. We conclude by recommending that programs relating to physical literacy should provide a definition, a clear philosophical approach, and transparency with how their actions align with this approach.

Item Type:	Article
Uncontrolled Keywords:	1302 Curriculum And Pedagogy
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports
Divisions:	Sport Studies, Leisure & Nutrition (closed 31 Aug 19) Sport & Exercise Sciences
Publisher:	Human Kinetics
Date Deposited:	05 Sep 2018 10:45
Last Modified:	04 Sep 2021 10:09
DOI or ID number:	10.1123/jtpe.2018-0136
URI:	https://researchonline.ljmu.ac.uk/id/eprint/9166

View Item