The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners

in Journal of Teaching in Physical Education
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This study discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of physical education (PE). The study addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE teacher education with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high-quality learning experiences that are crucial to continuing physical activity throughout the life course for all children, not just those who have a natural aptitude in this area. Many advocates for radical change in PE have repeatedly argued that PE curricula around the world are too focused on a traditional, one size fits all, sport technique based, multiactivity form. Others have argued that the traditional curricula have a primary focus on physical competence in running, jumping, and balls skills rather than providing experience in a wide range of physical activities including, inter alia, those with a focus on aesthetic awareness and those related to outdoor adventure.

Flemons is with the School of Sports Science and Physical Activity, University of Bedfordshire, Bedford, Luton, United Kingdom. Diffey is with the School of Education, Cardiff Metropolitan University, Cardiff, United Kingdom. Cunliffe is with the School of Sport, Health, and Social Sciences, Southampton Solent University, Southampton, United Kingdom.

Address author correspondence to Michelle Flemons at michelle.flemons@beds.ac.uk.
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