The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

Durden-Myers, Elizabeth J.; Meloche, E. S.; Dhillon, Karamjeet K.

doi:10.1080/07303084.2019.1705213

Cited by 21 publications

(17 citation statements)

References 45 publications

(66 reference statements)

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“…Over time, personalized motility (signatures) can be a product of knowledge that seek(s) to connect with hybrid, virtual, local, and unfamiliar spaces. This harmony is a process/reaction/synergy that interacts/connects/creates an equilibrium between the living/lived Body (Durden-Myers et al, 2020 ). Therefore, the tensions which exist are the existence of harmony, the in-between and the gaps (Baugh, 1997 ).…”

Section: Discussion: Key Intersections and Areas Of Tensionmentioning

confidence: 99%

“…Physical literacy, and especially the literacy element, has been commonly interpreted as the ABCs (agility, balance and coordination) of movement and/or the ability to develop English literacy skills through physical activity (Durden-Myers, 2020 ). Both interpretations fall far from Whitehead's intended understanding of what is meant by physical literacy (Durden-Myers et al, 2020 ). Added to this confusion, the definition(s) of physical literacy have taken multiple forms in multiple countries worldwide, creating a chaotic situation (Edwards et al, 2017 ) which has given rise to a call for increased clarity and consensus.…”

Section: Emerging Intersectionsmentioning

confidence: 93%

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Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Durden-Myers¹,

Bartle²,

Dhillon³

et al. 2022

Front. Sports Act. Living

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The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term “literacy” within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy, and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead's philosophy of physical literacy and discussion is informed further by Derrida's notion of differance, and Barad's challenge to singular representations of concepts. Once harnessing these concepts, we reach a juncture of an in-between space; entry points of nonidentity (sameness) and points where multiple effects of difference are created. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute toward a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it's translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy.

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Section: Discussion: Key Intersections and Areas Of Tensionmentioning

confidence: 99%

Section: Emerging Intersectionsmentioning

confidence: 93%

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Durden-Myers¹,

Bartle²,

Dhillon³

et al. 2022

Front. Sports Act. Living

Self Cite

View full text Add to dashboard Cite

show abstract

“… 32 Although our results do not support a bidirectional relationship when considering the mediation effect of perceived PL, they may contribute to a greater understanding of the potential association between PL and PA—a relationship which is not fixed, but fluid. 33 …”

Section: Discussionmentioning

confidence: 99%

Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children

Sum

Sit

et al. 2021

Journal of Exercise Science & Fitness

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Background/objective The directional relationship between physical literacy (PL) and physical activity (PA) in children remains unclear. This study explored the directionality of the relationship between children’s actual PL and PA, and whether their PL perceptions mediate this relationship. Methods This was a cross-sectional study. In total, 371 children (153 boys; M age = 10.0 ± 1.0) from Chinese primary schools were recruited to complete all the assessments. Structural equation modeling (SEM) was conducted to determine a reciprocal relationship between Motivation and Confidence, Daily Behavior and moderate-to vigorous-intensity physical activity (MVPA). Results When perceived PL was examined as a mediator, the model with direction from MVPA to actual PL was observed with significance in Motivation and Confidence ( β = 0.48) and Daily Behavior ( β = 0.20). Perceived PL displayed no mediation effect for the direction from actual PL to MVPA. Conclusions This study provides evidence that engagement in PA might be useful to support the continuous development of PL. As perceived PL is an integral part of this relationship, future research is needed to understand its role for providing potential intervention targets to improve these outcomes among Chinese children.

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“… 8 , 9 In accordance with this multifaceted description, PL represents a holistic concept that emphasizes the inseparability of body and mind. 10 , 11 Moreover, PL has elaborated philosophical underpinnings, encompassing roots in monism, existentialism, and phenomenology. 11 , 12 For instance, phenomenological descriptions have often qualified PL as indicating a lifelong, idiosyncratic journey.…”

Section: Introductionmentioning

confidence: 99%

Physical literacy in Europe: The current state of implementation in research, practice, and policy

Carl

Bryant

Edwards

et al. 2023

Journal of Exercise Science & Fitness

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The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 21 publications

References 45 publications

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Exploring the Notion of Literacy Within Physical Literacy: A Discussion Paper

Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children

Physical literacy in Europe: The current state of implementation in research, practice, and policy

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