Clarifying the concept of Physical Literacy
Margaret Whitehead
Len Almond
Doune Macdonald
Richard Keegan, Sarah Keegan
Introduction to the topic
While many across the world have endorsed the concept of physical literacy there remains
considerable confusion about the focus and nature of the experiences involved in promoting
this human capability. For many physical literacy is seen as relevant only to young people
from 5 – 12 years and furthermore is interpreted solely as developing Fundamental
Movement Skill (FMS).
Aims of the project and focus of enquiry
In this symposium we will clarify the concept of physical literacy and illustrate its educational
validity and relevance to the whole life-course. We will provide examples of physical literacy
and how it has been used in different countries. Finally, we shall make the case for physical
literacy as an inspirational tool for clarifying the value of purposeful physical pursuits in
enriching people’s lives and enhancing the quality of living well.
Instead of four presentations, the symposium will employ a variety of interactive activities and
discussions to enable delegates to critically examine the significance of Physical Literacy and
clarify the concept.
Alignment to congress theme(s)
Professional learning and development of PE teachers and sports coaches
New perspectives on movement, health, sport and physical activity
Physical education, sport and the making of active healthy citizens
Promoting physical literacy cradle to grave.
Margaret Whitehead
University of Bedfordshire.
This presentation will set out a case for the value of physical literacy from cradle to grave.
Physical literacy is apposite to individuals cradle to grave and is critically important from birth
to 5 years and can be deeply significant for adults and older adults. The interpretation of
physical literacy as FMS is as regrettable as it is inaccurate. The definition of physical
literacy as ‘the motivation, confidence, physical competence, knowledge and understanding
to value and take responsibility for maintaining purposeful physical pursuits/activities
throughout the life-course’ signals the case that there are affective, physical and cognitive
elements of the concept. Furthermore the establishment of FMS is only the very start of the
realisation of the physical elements of physical literacy. An individual who is making progress
on their physical literacy journey will have the capacity to interact with the environment
effectively in a variety of different and often unpredictable situations. This demands selection
and adaptation of movement skills as well as appropriate interaction with others – a far cry
from, for example, simply catching a ball.
The paper will set out a case for the lifelong value of physical literacy and will clarify the
breadth of the elements of the concept that provide the foundation and opportunity for this
value to be realised.
Margaret Whitehead - Whitehead67@aol.com
Word count: 212
Physical Literacy and the Capability Approach
Len Almond
Foundation Director BHF National Centre for Physical Activity and Health,
Loughborough University
The concept of Physical Literacy and its underlying principles provide a clear vision of its
potential. Nevertheless, it is important to go beyond this and translate this vision into practical
guidance for practitioners working across different sectors of the lifespan. However, we need
to ask first what is the educational validity for undertaking this task.
This paper will address two aspects of this task. First, it will examine how the Capability
Approach (originated by Amartya Sen, 2003; see also Robeyns, 2011a) supported by the
work of Martha Nussbaum (1998, see also Robeyns, 2011b)provides some insight into this
process and what it entails. The concepts of ‘functionings’, ‘capability’ (wellbeing
achievements and wellbeing freedoms) and ‘agency’ will be outlined and how they can inform
practice. In addition, it will demonstrate also how a number of responsibilities are associated
with these ideas.
Secondly, it will explore if there is a need for a specific pedagogical stance that enables
practitioners to use Physical Literacy as a guide to their practice.
In both cases a model of practice will be outlined together with suggestions for developing a
culture of informed practitioners that will enable us to transform Physical Literacy as a
genuine guide to practice. Furthermore, the paper will propose what other types of
development are needed to ensure that Physical Literacy can play a central role in the
promotion of a person’s wellbeing and enabling them to lead satisfying and fulfilling lives.
In this process the paper will reinforce the notion that Physical Literacy and the creation of
individual personal journeys is a key task for all of us throughout the life-course.
References
Nussbaum, M. (2011) Creating Capabilities: The Human Development Approach, Harvard
University Press.
Robeyns, Ingrid (2011a) The ‘capability approach’, Stanford Encyclopedia of Philosophy,
online.
Robeyns, Ingrid (2011b) Review of Martha Nussbaum’s Creating Capabilities.
Sen A. (2003) Development as Capability Expansion. In: Fukuda-Parr S, et al Readings in
Human Development. New Delhi and New York: Oxford University Press.
Len Almond – almonds@me.com
Word count: 268
Physical literacy and curriculum instantiations: International
and Australian perspectives
Doune Macdonald
School of Human Movement Studies
The University of Queensland
The take up of the concept of “physical literacy” in (Health and) Physical Education (HPE)
curricula globally is an interesting and varied phenomena. Physical literacy has been
embedded in curricula in many different ways including its juxtaposition with health literacy,
being recruited as an outcome for fundamental movement skills, or being a heuristic for
assessment in Physical Education. Examples of curriculum instantiations will be presented
before mapping physical literacy against the key propositions, cross-curriculum priorities and
general capabilities of the new Australian Curriculum: HPE. Mapping suggests both alignment
between physical literacy and the curriculum as well as aspects of the curriculum that extend
and enrich dominant conceptualisations of physical literacy. The presentation concludes that
the Australian HPE curriculum has an intent that is consistent with particular conceptual
understandings of physical literacy given its emphasis on a strengths-based approach to
lifelong physical activity engagement.
Doune Macdonald - doune@hms.uq.edu.au
Word count: 143
DESIGNING A RESOURCE FOR TEACHERS TO DELIVER A
PHYSICAL LITERACY CURRICULUM
Richard Keegan 1
Sarah Keegan 1
Margaret Whitehead 2
1. University of Canberra, Australia
2. University of Bedfordshire, UK
Whitehead’s (2001; 2010) conceptualization of physical literacy (PL) necessitates a
reinvention of the Physical Education (PE) curriculum, particularly in primary schools. These
formative years are when children are believed to benefit most from the development of
physical competencies, awareness, and positive experiences of physical movement. Primary
PE represents a significant opportunity to help every child develop the ability and desire to
move throughout their life. Significant barriers to this opportunity being realized include: a
perceived lack of time; curricula and testing regimes that prioritize reading, writing and
numeracy; and generalist primary teachers (who received relatively little training in the
delivery of PE) lacking the confidence to attempt new and unfamiliar lesson contents (Carney
& Chedzoy, 1998; De Corby et al., 2005; Harris et al., 2012; Morgan & Bourke, 2005).
Consequently, a pedagogy of insufficient differentiation, narrow contexts (often highly sportfocused), and normative assessment strategies means many children do not experience PE
in a way that will motivate movement for life (Whitehead, 2001; 2010). In combination with
increasing evidence that time spent in PE lessons improves academic outcomes (reviewed in
Keegan et al., 2013), an accessible and user-friendly resource to support teachers may
catalyze a renewed focus on PE in primary schools. Drawing from PL and movement
programs around the world, this paper describes the development of a PL curriculum
resource for primary teachers. Informed by research evidence and current national curricula,
a PL curriculum, schemes-of-work, and specific learning activities (task cards) have been
developed. In this session, the design process is described and justified, and reflections upon
the process and outcomes are provided by researchers involved in the project. Feedback
from teachers and those delivering PL is presented and discussed. The utility of such a
resource is critically reviewed and opportunities for future research, policy and practice are
discussed.
Carney, C. & Chedzoy, S. (1998) Primary Student Teacher Prior Experiences and Their
Relationship to Estimated Competence to Teach the National Curriculum for Physical
Education. Sport Education and Society, 3, 19-36.
De Corby, K., Halas, J., Dixon, S., Wintrup, L. & Janzen, H. (2005). Classroom teachers and
the challenges of delivering quality physical education. The Journal of Educational Research,
98, 208-220.
Harris, J., Cale, L. & Musson, H. (2012). The predicament of primary physical education: a
consequence of 'insufficient' ITT and 'ineffective' CPD? Physical Education and Sport
Pedagogy, 17, pp. 367 - 381.
Keegan, R.J., Keegan, S.L., Daley, S., Ordway, C., & Edwards, A. (2013). Getting Australia
Moving: Establishing a Physically Literate and Active Nation. University of Canberra Press.
Morgan, P. J. & Bourke, S. F. (2005). An investigation of pre-service and primary school
teachers’ perspectives of PE teaching confidence and PE teacher education. ACHPER
Healthy Lifestyles Journal, 52, 7-13.
Whitehead, M. (2001). The Concept of Physical Literacy. European Journal of Physical
Education, 6, 127-138.
Whitehead, M. (2010). Physical Literacy throughout the Lifecourse. London: Routledge
Richard Keegan - mindset.match@gmail.com
Word count: 299
Rejoinder:
Alan Ovens, University of Auckland - a.ovens@auckland.ac.nz