Physical Literacy From Philosophy to Practice

Pot, Niek, Whitehead, Margaret E and Durden-Myers, Elizabeth ORCID: 0000-0001-7705-1138 (2018) Physical Literacy From Philosophy to Practice. Journal of Teaching in Physical Education, 37 (3). pp. 246-251. ISSN 0273-5024

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Abstract

This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.

Item Type: Article
Article Type: Article
Additional Information: Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2018, 37 (3): 246-251, http://dx.doi.org/10.1123/jtpe.2018-0133. © Human Kinetics, Inc.
Uncontrolled Keywords: Operationalization; Physical education; Translation
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure
G Geography. Anthropology. Recreation > GV Recreation Leisure > GV557 Sports
L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Education & Humanities
Research Priority Areas: Being Human - Past, Present & Future
Sport, Exercise, Health & Wellbeing
Depositing User: Liz Durden-Myers
Date Deposited: 29 Jan 2019 09:53
Last Modified: 07 May 2019 14:17
URI: http://eprints.glos.ac.uk/id/eprint/6464

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