, 2010 ). Therefore, the aim of this article is to give an overview of the philosophical foundations of physical literacy and discuss how philosophy can indeed be operationalized in practice, with an emphasis on physical education practice. Concept of Literacy and Philosophies Underpinning Physical
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Physical Literacy From Philosophy to Practice
Niek Pot, Margaret E. Whitehead, and Elizabeth J. Durden-Myers
The Operationalizing Intersectionality Framework
Debra Kriger, Amélie Keyser-Verreault, Janelle Joseph, and Danielle Peers
Commitments to Action: Context of the Operationalizing Intersectionality Framework The operationalizing intersectionality framework was assembled by the Operationalizing Intersectionality Working Group at E-Alliance 1 and designed for broad use by people with roles in organizing, administrating
Operationalizing Physical Literacy: Special Issue Editorial
Elizabeth J. Durden-Myers and Margaret E. Whitehead
to clarifying the concept and research in practice. Such research is required to catalyze the operationalization process of physical literacy from theory into practice within a variety of industries and fields. This special issue aims to add clarity in relation to what physical literacy is and what
Operationally Conceptualizing Physical Literacy: Results of a Delphi Study
Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan, and Ali S. Brian
( Corbin, 2016 ). Toward this end, the current study set out to operationally conceptualize PL for subsequent development of an assessment tool for individuals and physical education practitioners within the United States ( Longmuir & Tremblay, 2016 ). In the United States, SHAPE America adopted PL as the
Operationalizing and Testing the Concept of a Physical Activity Desert
Russell R. Pate, Marsha Dowda, Ruth P. Saunders, Natalie Colabianchi, Morgan N. Clennin, Kerry L. Cordan, Geena Militello, Agnes Bucko, Dwayne E. Porter, and Wm. Lynn Shirley
areas. The specific purposes of this exploratory study were (1) to operationalize the concept of the physical activity desert using information available in a data set that included extensive information on the built environment and (2) to determine whether or not objectively measured physical activity
Operationalizing General Mechanical Skill in Time-Pressure Action Esports
Jonghyun Kim, William Dunkel, and Byungjoo Lee
matchmaking rating has converged represents the current skill level of each player. In-game ranks have the advantage of being intuitive and easy to calculate, but they also suffer from some obvious limitations in operationalizing a player’s skill level. First, in-game rank is essentially an aggregated
A Professional Development Program to Enhance Primary School Teachers’ Knowledge and Operationalization of Physical Literacy
Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones, and Richard J. Keegan
, practitioners should be aware of the key foundations that underpin the philosophy of physical literacy in order further understand how to operationalize the concept in practice ( Shearer et al., 2018 ). Even so, there have been many debates around how best to operationalize the complex, multifaceted, and
An Analysis of Student Teachers’ Intentional, Perceived, and Operational Motor Skills and Physical Fitness Curriculum
Mary Steinhardt, Dolly Lambdin, Mary Kamrath, and Teresita Ramirez
This study examined the congruence of time usage in the areas of motor skill and physical fitness among three curriculum perspectives: the intentional (teacher’s ideal curriculum), the perceived (teacher’s recall), and the operational (observations by an outsider). Data were collected on 5 randomly selected days for each of 6 student teachers and were summarized in percent time per week for fitness instruction, skill instruction, motor skill activity, physical fitness activity, and nonactivity. Results revealed that skill and fitness activities were present in the existing curriculum as described from each perspective. However, the actual curriculum taught as perceived by the student teachers differed from the curriculum they ideally intended to teach. Student teachers varied in the accuracy of their perceptions of what occurred during class. In general, the curriculum as observed by the investigators differed from both the intentional and perceived domains. Reasons are proposed, but questions remain as to how the intentional domain is developed and why the three domains (perceived, operational, and intentional) are different.
An Operational Model of Motor Skill Diagnosis
Victor E.D. Pinheiro and Herbert A. Simon
The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
Curriculum Theory as Practiced: Case Studies of Operationalized Value Orientations
Catherine D. Ennis
This research was conducted to investigate the role of value orientations in effective elementary physical educators’ curricular decision making. Educational value orientations served as the theoretical base for the research. Three research questions were examined: (a) what were the learning goals and expectations for student performance in each program, (b) why did teachers value these goals, and (c) how well did students understand the goals and expectations of the program? Data were collected through class observations, teacher and student interviews, and the Value Orientation Inventory. Data were analyzed using constant comparison. Results described students’ learning goals and academic and social performance expectations within each teacher’s value profile. Dynamical systems theory was used to elaborate the influence of value orientations in the curriculum decision-making process.
