The Value of Fostering Physical Literacy

in Journal of Teaching in Physical Education

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Margaret E. Whitehead The University of Bedfordshire

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Elizabeth J. Durden-Myers Liverpool John Moores University

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Niek Pot Windesheim University of Applied Sciences

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DOI:
https://doi.org/10.1123/jtpe.2018-0139
Keywords:
contribution; education; physical education; practical value
In Print:
Volume 37: Issue 3
Page Range:
252–261
Restricted access

This article considers the value of physical literacy. Unequivocal support for aspects of the concept can be found in philosophy, neuroscience, social justice, the nature of human development, psychology, and sociocultural studies. These areas of support will be outlined and then related to the practical value of physical literacy in the school context. This article will close with a discussion centered on claims that physical literacy is an end in itself rather than predominantly a means to other ends. It is the aim of this article to communicate the unique value of fostering physical literacy within the school context, including the support and relationship to other interrelated disciplines.

Whitehead is with the University of Bedfordshire, Luton, United Kingdom. Durden-Myers is with the Faculty of Education, Health and Community, Liverpool John Moores University, Liverpool, United Kingdom. Pot is with the Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands.

Address author correspondence to Margaret E. Whitehead at m137whitehead@btinternet.com.
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