A Professional Development Program to Enhance Primary School Teachers’ Knowledge and Operationalization of Physical Literacy

in Journal of Teaching in Physical Education
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Introduction: Despite increases in research and implementation, physical literacy continues to be largely misinterpreted by practitioners. The purpose of this study was to devise, implement, and evaluate a professional development program that works in a primary school environment to enhance their knowledge and operationalization of physical literacy. Methods: Following a 3-month needs assessment phase, data were collected from structured observations, reflections, and semistructured interviews with the teachers, before, during, and after an introductory workshop and 6-month physical literacy intervention. Thematic analysis was used to evaluate perceptions of program effectiveness. Results: The needs assessment phase identified notable differences between teachers’ classroom and physical education practice. Results of the physical literacy workshop and intervention detailed an increase in teachers’ knowledge of, and operationalization of, physical literacy. Discussion/Conclusions: Applying established principles of effective professional development in a contextually sensitive manner was viewed as effective in enhancing primary school teachers’ knowledge and practice regarding physical literacy.

Edwards, Bryant, Morgan, Cooper, and Jones are with the Cardiff School of Sport and Health Sciences (Sport), Cardiff Metropolitan University, Wales, United Kingdom. Keegan is with the Research Institute for Sport and Exercise Science, Faculty of Health, University of Canberra, Canberra, Australian Capital Territory, Australia.

Edwards (LCEdwards@cardiffmet.ac.uk) is corresponding author.
Journal of Teaching in Physical Education
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