Physical Literacy From Philosophy to Practice

in Journal of Teaching in Physical Education
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  • 1 Windesheim University of Applied Sciences
  • 2 University of Bedfordshire
  • 3 Liverpool John Moores University
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This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.

Pot is with the Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands. Whitehead is with the University of Bedfordshire, Luton, United Kingdom. Durden-Myers is with the Faculty of Education, Health and Community, Liverpool John Moores University, Liverpool, United Kingdom.

Address author correspondence to Niek Pot at niek.pot@gmail.com.
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