PLitPE: an intervention for physical literacy enriched pedagogy in Canadian elementary school physical education classes

Stoddart, Alexandra L.; Humbert, M. Louise; Kerpan, Serene; Cameron, Nicole; Kriellaars, Dean

doi:10.1080/17408989.2021.2014438

Cited by 7 publications

(6 citation statements)

References 42 publications

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“…Physical literacy enriched pedagogy can support new ways to engage students in a positive movement experience in PE through achievement of a net positive emotional valence ( 37 ), and perhaps prevent the accumulation of negative movement experiences ( 32 ). Physical literacy enriched pedagogy practices outlined by teachers align with existing literature and included: a level of challenge for all levels of ability ( 22 ); genuine connection (to self, people, places, objects, groups, and other living things) ( 22 ) leading to the development of a movement voice and a sense of belonging; teamwork and empathy ( 38 , 39 ); opportunities for creative movement ( 40 ); the development of a healthy risk perspective ( 36 ); concurrent confidence and competence progressions ( 31 ); and a high level of engagement by all (active participation) ( 8 ). More specifically, teachers mentioned how their pedagogy focused on competency development, in the form of physical competence, but also social, creative and psychological competencies such as peer to peer teaching, prescriptive and creative progressions, and mitigating student fear of failure (i.e., intentional confidence development).…”

Section: Discussionmentioning

confidence: 99%

“…Shifting away from the dehumanizing physical activity promotion strategies to support intrinsic valuation of movement ( 6 ), as exemplified in physical literacy through concurrent development of competence and psychological characteristics such as confidence and motivation ( 7 ), may be a way to support more sustainable behaviour change. One of the contexts in which this shift in thinking may be particularly impactful is in schools where positive movement experiences can be supported ( 8 , 9 ).…”

Section: Introductionmentioning

confidence: 99%

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“Where was this when I was in Physical Education?” Physical literacy enriched pedagogy in a quality physical education context

Houser

Kriellaars

2023

Front. Sports Act. Living

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IntroductionIn recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation. The purpose was to explore pedagogical practices and perspectives from elementary PE teachers through a physical literacy enriched pedagogy lens in a high-quality PE context.MethodsOne-on-one semi-structured interviews were conducted with a convenience sample of elementary PE teachers within one school division. Interviews with all participants focused on questions related to PE and physical literacy. Thematic analysis was used to analyze the data collected from the audio-recorded interviews.ResultsFour themes were generated based on the semi-structured interviews from six elementary PE teachers from one school division. The results identified key physical literacy enriched pedagogical practices based on four themes: supporting a holistic PE experience based upon physical literacy as an outcome; movement within and beyond PE; inclusive and individualized experiences; and physical literacy practices bringing the school community together. The findings were then connected to the physical literacy cycle and UNESCO components of quality PE.ConclusionsAll participants spoke to how their pedagogy focused on the holistic development and inclusion of their students based upon activation of various feedback pathways of the physical literacy cycle. The themes that emerged and subsequent insight gained from teachers went beyond existing physical literacy cycles, in particular by discussing development of students from cognitive, affective, social and creative (problem solving) perspectives, supporting an expansion to the existing physical literacy cycle as presented.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Where was this when I was in Physical Education?” Physical literacy enriched pedagogy in a quality physical education context

Houser

Kriellaars

2023

Front. Sports Act. Living

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“…Studies were selected using the online program Rayyan (20). Duplicates were first removed automatically and then manually.…”

Section: Search Strategy and Selection Processmentioning

confidence: 99%

School-based promotion of physical literacy: a scoping review

Grauduszus,

Koch,

Wessely

et al. 2024

Front. Public Health

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IntroductionThe role of physical activity in children’s healthy development is undisputed, with school-based interventions being seen as a priority. The promotion of physical literacy (PL) seems to be promising due to its holistic approach, combining physical, cognitive, and affective domains. To develop recommendations for possible measures, we compiled existing literature on existing school-based PL interventions.MethodsFive databases (MEDLINE, Web of Science, SPORTDiscus, ERIC, and PsycInfo) were searched between July 6 and July 10, 2023, by combining the terms “physical literacy,” “school,” “program,” “workshop,” “intervention,” and “curriculum” as well as a manual search. Records were screened in a two-stage process by two independent authors using a priori criteria. Eligible studies concerned PL interventions in the school context. The included records were sorted according to school type/population, structure, content, PL domains addressed, and evaluation.ResultsIn total, 706 articles were found through the database search and an additional 28 articles through the manual search. After removing duplicates, 502 publications remained, which were screened by title and abstract, leaving 82 full texts. These were cut down to 37 articles describing 31 different programs (19 in primary schools, eight in secondary schools, one in both primary and secondary schools, and three unspecified). Most interventions were conducted during physical education classes (n = 12). All three PL domains were addressed by five interventions, while 11 interventions solely concerned the physical domain. In addition, 21 interventions evaluated their effects on PL. Most evaluations showed small to moderate but inconsistent effects on several PL-related constructs (e.g., self-efficacy, motivation, movement skills). Interventions incorporating all three domains reported positive effects on physical competence and enjoyment.DiscussionAlthough there is a growing body of data related to school-based PL promotion, their effects and practical application remains relatively underdeveloped: study designs, study quality, PL assessments, and results are heterogeneous. Corresponding research adhering to the holistic approach of PL will be crucial in clarifying the potential lifelong role of PL in promoting physical activity, increasing health and well-being and to actually enable development of recommendations for action.

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“… The application of PL within early years and parental engagement [ 8 ]. The role of PL in the physical education environment [ 9 , 10 , 11 ]. …”

Section: Introductionmentioning

confidence: 99%

Advancing Physical Literacy Research in Children

Durden-Myers

2024

Children

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The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily physical activity (PA). Physical literacy serves as an attractive concept to help reframe and address physical inactivity and poor health and wellbeing, utilising a different and integrated approach to physical activity, health and wellbeing promotion. The studies presented in this Special Issue respond to previous calls in PL research for further empirical evidence, clarity around PL assessment, the utility of physical literacy with diverse populations including indigenous children and those with disabilities, the application of PL within early years, parental engagement and the role of physical education in the promotion of PL. These studies shed new light on the frontiers of PL research within child and youth populations.

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PLitPE: an intervention for physical literacy enriched pedagogy in Canadian elementary school physical education classes

Cited by 7 publications

References 42 publications

“Where was this when I was in Physical Education?” Physical literacy enriched pedagogy in a quality physical education context

“Where was this when I was in Physical Education?” Physical literacy enriched pedagogy in a quality physical education context

School-based promotion of physical literacy: a scoping review

Advancing Physical Literacy Research in Children

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