Defining Physical Literacy for Application in Australia: A Modified Delphi Method

in Journal of Teaching in Physical Education
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  • 1 University of Canberra
  • 2 Deakin University
  • 3 Macquarie University
  • 4 The University of Newcastle
  • 5 Cardiff Metropolitan University
  • 6 University of Gloucestershire
  • 7 University of South Australia
  • 8 New South Wales Office for Sport
  • 9 University of Wollongong
  • 10 The University of Queensland
  • 11 University of Wales Trinity Saint David
  • 12 University of Technology Sydney
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Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method: Modified Delphi methodology. Results: Consensus was established on four defining statements: Core—Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition—Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities; Importance—Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and Aspiration—A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.

Keegan and Telford are with the Faculty of Health, Research Institute for Sport and Exercise (UCRISE), University of Canberra, Canberra, Australian Capital Territory, Australia. Barnett is with the School of Health and Social Development, Institute for Physical Activity and Nutrition (IPAN), Deakin University, Melbourne, Victoria, Australia. Dudley is with the Department of Educational Studies, Macquarie University, Sydney, New South Wales, Australia. Lubans and Morgan are with the Priority Research Centre for Physical Activity and Nutrition, School of Education, Faculty of Education and Arts, The University of Newcastle, Callaghan, New South Wales, Australia. Bryant is with the Cardiff School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, United Kingdom. Roberts is with the School of Sport and Exercise, University of Gloucestershire, Gloucester, United Kingdom. Schranz is with the Alliance for Research in Exercise, Nutrition and Activity, School of Health Sciences, University of South Australia, Adelaide, South Australia, Australia. Weissensteiner is with the New South Wales Office for Sport, Silverwater, New South Wales, Australia. Vella is with the School of Psychology, Faculty of Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia. Salmon is with the Institute for Physical Activity and Nutrition (IPAN), Deakin University, Melbourne, Victoria, Australia. Ziviani is with the School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia. Okely is with Early Start, Faculty of Social Sciences, University of Wollongong, Wollongong, New South Wales, Australia. Wainwright is with the School of Sport Health and Outdoor Education, University of Wales Trinity Saint David, Carmarthen, United Kingdom. Evans is with Sport and Exercise Science, University of Technology Sydney, Sydney, New South Wales, Australia.

Keegan (richard.keegan@canberra.edu.au) is corresponding author.
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