Implications for Promoting Physical Literacy

in Journal of Teaching in Physical Education

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Elizabeth J. Durden-MyersLiverpool John Moores University

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Nigel R. GreenLiverpool John Moores University

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Margaret E. WhiteheadThe University of Bedfordshire

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DOI:
https://doi.org/10.1123/jtpe.2018-0131
Keywords:
assessment; curriculum; pedagogy; physical education
In Print:
Volume 37: Issue 3
Page Range:
262–271
Restricted access

This study considers the implications for teachers of physical education of adopting physical literacy as the focus of their work. These implications arise from the philosophical underpinning of the concept, from the definition of physical literacy and are in line with the mission of the International Physical Literacy Association. In the first section of this study, recommendations stemming from the philosophical roots of the concept will be outlined in brief. The other three sections will demonstrate how this philosophical basis and the definition of physical literacy should inform, first, lesson and unit content; second, teaching approaches; and, finally, curriculum planning. Unpacking the implications and what physical literacy looks like in practice is essential if teachers are to begin to incorporate physical literacy within their practice.

Durden-Myers and Green are 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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