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How Is Physical Literacy Defined? A Contemporary Update

Cara Shearer, Hannah R. Goss, Lowri Edwards Orcid Logo, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers, Lawrence Foweather

Journal of Teaching in Physical Education, Volume: 37, Issue: 3, Pages: 237 - 245

Swansea University Author: Lowri Edwards Orcid Logo

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DOI (Published version): 10.1123/jtpe.2018-0136

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 defini...

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Published in: Journal of Teaching in Physical Education
ISSN: 0273-5024 1543-2769
Published: 2018
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URI: https://cronfa.swan.ac.uk/Record/cronfa43666
first_indexed 2018-09-03T18:57:31Z
last_indexed 2018-10-22T13:22:52Z
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spelling 2018-10-22T12:29:27.1122250 v2 43666 2018-09-03 How Is Physical Literacy Defined? A Contemporary Update 401e03771f62aba1b30234c1a0f175db 0000-0003-2175-1973 Lowri Edwards Lowri Edwards true false 2018-09-03 EAAS 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. Journal Article Journal of Teaching in Physical Education 37 3 237 245 0273-5024 1543-2769 definition, international, policy, practice 31 7 2018 2018-07-31 10.1123/jtpe.2018-0136 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University 2018-10-22T12:29:27.1122250 2018-09-03T14:10:30.0132729 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Cara Shearer 1 Hannah R. Goss 2 Lowri Edwards 0000-0003-2175-1973 3 Richard J. Keegan 4 Zoe R. Knowles 5 Lynne M. Boddy 6 Elizabeth J. Durden-Myers 7 Lawrence Foweather 8 0043666-04092018115125.pdf shearer2018.pdf 2018-09-04T11:51:25.1700000 Output 811751 application/pdf Accepted Manuscript true 2018-09-04T00:00:00.0000000 true eng
title How Is Physical Literacy Defined? A Contemporary Update
spellingShingle How Is Physical Literacy Defined? A Contemporary Update
Lowri Edwards
title_short How Is Physical Literacy Defined? A Contemporary Update
title_full How Is Physical Literacy Defined? A Contemporary Update
title_fullStr How Is Physical Literacy Defined? A Contemporary Update
title_full_unstemmed How Is Physical Literacy Defined? A Contemporary Update
title_sort How Is Physical Literacy Defined? A Contemporary Update
author_id_str_mv 401e03771f62aba1b30234c1a0f175db
author_id_fullname_str_mv 401e03771f62aba1b30234c1a0f175db_***_Lowri Edwards
author Lowri Edwards
author2 Cara Shearer
Hannah R. Goss
Lowri Edwards
Richard J. Keegan
Zoe R. Knowles
Lynne M. Boddy
Elizabeth J. Durden-Myers
Lawrence Foweather
format Journal article
container_title Journal of Teaching in Physical Education
container_volume 37
container_issue 3
container_start_page 237
publishDate 2018
institution Swansea University
issn 0273-5024
1543-2769
doi_str_mv 10.1123/jtpe.2018-0136
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
document_store_str 1
active_str 0
description 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.
published_date 2018-07-31T13:35:10Z
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score 11.047653

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