Operationalizing Physical Literacy: Special Issue Editorial

in Journal of Teaching in Physical Education
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  • 1 Liverpool John Moores University
  • 2 The University of Bedfordshire
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Physical literacy has been described as a “longed for concept” and has in turn gained much interest worldwide. This interest has also given rise for calls for physical literacy to be operationalized, providing clarity and guidance on developing physical literacy informed practice. Operationalizing physical literacy is crucial in moving the concept forward by providing “substance to the claims made by (physical literacy) advocates.” This special issue aims to respond to calls for research to “unpack” physical literacy across a number of areas in pursuit of operationalizing physical literacy in practice. Nine articles are included within this special issue.

Durden-Myers is with the Faculty of Education, Health and Community, Liverpool John Moores University, Liverpool, United Kingdom. Whitehead is with the University of Bedfordshire, Luton, United Kingdom.

Address author correspondence to Elizabeth J. Durden-Myers at liz@scholary.com.
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  • Durden-Myers, E.J., Green, N.R., & Whitehead, M.E. (2018). Implications for promoting physical literacy progress. Journal of Teaching in Physical Education, 37. doi:10.1123/jtpe.2018-0131

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  • Robinson, D.B., Randall, L., & Barrett, J. (2018). Physical literacy (mis)understandings: What do leading physical education teachers know about physical literacy? Journal of Teaching in Physical Education, 37. doi:10.1123/jtpe.2018-0135

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  • Shearer, C., Goss, H.R., Edwards, L.C., Keegan, R.J., Knowles, Z.R., Boddy, L.M., … Foweather, L. (2018). How is physical literacy defined? A contemporary update. Journal of Teaching in Physical Education, 37. doi:10.1123/jtpe.2018-0136

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