Becoming Physically Literate for Life: Embracing the Functions, Forms, Feelings and Flows of Alternative and Mainstream Physical Activity

Abstract

Purpose:To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.Method:A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport climbing program of their own accord. Sources of information included phenomenological observations, small group interviews, and journal entries. Exemplars of two in depth student experiences are featured in this article.Results & Discussion:The phenomenological analysis of the climbing experiences, in addition to the F2F curriculum support tools that were developed, provide practical and philosophical pathways for understanding how we may broaden assessments of learning in physical education.

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

“…As illustrated in Table 2 , it was evident that 83% of qualitative papers used a Whiteheadian definition of physical literacy in their measures/assessments [ 42 , 70 – 83 ]. The remaining 17% of papers measured/assessed physical literacy by defining physical literacy as either: (1) developing literacy skills in a physical environment [ 84 ]; (2) developing physical competency skills [ 85 ]; (3) adopting the Physical and Health Education Canada definition [ 80 ]; or (4) not declaring a specific definition [ 86 ].…”

“…Four measures/assessments of the affective domain were conducted within PE lessons [ 42 , 71 , 74 , 87 ] and one measure/assessment in the community [ 89 ]. Two measures/assessments of the cognitive domain were undertaken within PE lessons [ 74 , 86 ]: two in the community [ 80 , 90 ] and one in a research-based environment [ 79 ].…”

“…For example, interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios could measure/assess individuals’ motivation and confidence towards participating in physical activity, as well as provide opportunities to gauge knowledge and understanding of physical activity and healthy lifestyle behaviors [ 4 ]. Interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios were, however, unable to measure/assess an individual’s physical competence as they are reliant on self-perceptions and/or perceptions of others [ 70 , 73 , 74 , 77 , 78 , 80 , 82 – 84 ]. Indeed, aside from participant observation and video recordings, there were very few qualitative methods that measured/assessed the physical domain of physical literacy [ 76 – 78 , 80 , 82 – 84 , 94 ].…”

“…Interviews, open-ended questionnaires, reflective diaries, focus groups, and portfolios were, however, unable to measure/assess an individual’s physical competence as they are reliant on self-perceptions and/or perceptions of others [ 70 , 73 , 74 , 77 , 78 , 80 , 82 – 84 ]. Indeed, aside from participant observation and video recordings, there were very few qualitative methods that measured/assessed the physical domain of physical literacy [ 76 – 78 , 80 , 82 – 84 , 94 ]. Using a range of qualitative methodologies and considering all three domains (physical, affective, and cognitive) could address limitations in measuring/assessing physical literacy in a holistic manner [ 95 ].…”

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“…Physical literacy education (PLE)-that is, teaching and learning of"the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life" (http://physicalliteracy.ca/physicalliteracy/consensus-statement/)-has become a critical aspect of health promotion (Edwards, Bryant, Keegan, Morgan, & Jones, 2017). The concept of physical literacy has been employed widely in various physical activity contexts (e.g., as physical/health education curricula, athletic development models, and life-long healthy active living approaches) (Dowling, 2015;Hastie & Wallhead, 2015;Lundvall, 2015), organizational settings (e.g., schools, private or public physical activity clubs) (Castelli, Centeio, Beighle, Carson, & Nicksic, 2014;Lloyd, 2016), and with diverse individual groups (e.g., toddlers/children, youth, people with disabilities) (Coates, 2011;MacDonald, 2015). Research literature in PLE has mainly focused on topics such as the underpinning philosophies and definitions of the concept (Edwards et al, 2017;Giblin, Collins, & Button, 2014;Jurbala, 2015), best practices, and outcomes of the educational programs (Longmuir et al, 2015;Mitchell & Le Masurier, 2014) from the perspectives of experts (e.g., scholars and researchers) (Longmuir & Tremblay, 2016).…”