If you’re eager to unlock the true meaning of physical literacy, this three-part series summarises Liz’s published works so that you can take a deep dive into the concept. Part 1 explored Liz’s articles on the philosophy of physical literacy. Part 2 delved into how the philosophy can be put into practice. Today’s insight will look at research studies that Liz has undertaken.
Part 3: Research and Practice
Physical literacy assessment
Stakeholder Perceptions of Physical Literacy Assessment in Primary School Children
This study collected data from eight UK primary schools. The researchers provided activities and posed questions to 39 children in Key Stage 1, 57 children in Key Stage 2, 23 teaching staff and 21 academics through a series of focus groups to glean their experiences of assessment and physical literacy to determine their ideal concepts of assessment. Findings showed a gap in assessment of the affective and cognitive domains of physical literacy – particularly in motivation, confidence, knowledge and understanding. This demonstrated a lack of guidance and how existing assessments do not meet physical literacy assessment needs. It concluded that holistic and conceptually aligned physical literacy assessment is required with the time, training and resources to implement it.
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Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review
This systematic review identified the tools used across 88 studies to assess the physical, cognitive and affective domains of physical literacy in children aged 7-11.9 years. The tools were examined for their measurement properties, feasibility and elements of physical literacy. Many tools were found to be suitable for a primary PE setting but would require varying levels of expertise in their application. The Canadian Assessment of Physical Literacy-2 and the Passport for Life assessed a wide range of physical literacy elements and had acceptable measurement properties.
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Inclusion and participation in PE and sport
Physical-Literacy-Enriched Physical Education: A Capabilities Perspective
This paper aims to provoke thought among PE practitioners about the purpose and value of PE. It explores physical literacy as the goal of PE that can be achieved through a capability approach. A capability approach concerns human rights and fulfilling these through opportunities to develop quality of life and wellbeing. The authors argue that physical literacy is regarded as a capability and potential possessed by all human beings. So, when this informs a PE curriculum, it forefronts every student’s entitlement to have their holistic development valued and nurtured through a range of positive and meaningful experiences that promote engagement in physical activity for life. They demonstrate that a humanist perspective emphasises individual agency and self-determination, and combined with a ‘post-humanist’ perspective, these can be achieved through relations with other living things, technology and the environment. The paper recommends that PE professionals adopt a capability approach when planning their curriculum and delivering lessons.
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From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”
This study conducted life history interviews with twelve women to discuss their physical education experiences in England, and the impact of these on their future footballing opportunities. The study found that they had experienced a boy-oriented environment that questioned female participation and limited their opportunities for success in the sport. This was found to impact sustained engagement for some of the women. Findings recommend a theoretical framework that can enable the dismantling and reformation of PE curricula to provide a more inclusive landscape for girls’ participation in football and PE.
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A Scoping Review Exploring Whether a Free “Offer” Devalues or Widens Sport and Physical Activity Participation Amongst Children and Young Adults Aged 0–25?
This review on whether a free ‘offer’ devalues or widens sport and physical activity participation found that most research in this area is carried out with adults. Findings indicate that free and subsidised offers can be effective in increasing sport and physical activity participation although this depends on a number of wider factors including type of physical activity/sport, target population, degree of deprivation, target age, family and individual employment status (16-25), additional protected characteristics such as disability, and environmental factors such as changing facilities and provision. Some found that providing free facilities and access to opportunities for children from disadvantaged areas is likely to increase participation and may help to reduce inequalities in sport and physical activity participation. However, others argue that only a selective minority will sustain this participation.
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Professional development
Durden-Myers, Elizabeth and Mackintosh, C (2022) The structural and micropolitical realities of physical literacy professional development in the United Kingdom: navigating professional vulnerability. Sport, Education and Society.
The research focuses on qualified teachers’ professional vulnerability during physical literacy professional development using structural and micropolitical theory. Teachers often intertwine personal and professional identity, making the classroom a site for both self-esteem and vulnerability. The study examines how professional vulnerability manifests during physical literacy professional development. The PL professional development programme’s impact on primary and secondary teachers is assessed through semi-structured interviews, revealing insights into the complexities of navigating professional vulnerability in educational contexts. Findings reveal structural professional vulnerability at macro (lack of PE training), meso (low priority of PE in schools), and micro (teacher workload, leadership roles) levels. Limited access to impactful PE professional development hinders physical literacy implementation. The study suggests acknowledging teachers’ vulnerabilities, considering power dynamics, and fostering collaboration for effective PL professional development in PE.
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Want to find out more?
- Did you miss Part 1 on the Philosophy of Physical Literacy? If so, click here
- Or for Part 2 on Philosophy into Practice, click here
If you would like to read more about the concept of physical literacy, Liz has also contributed to numerous books on the subject. Please click the links below for just a few examples:
Scholary:
- Physical literacy: a guide for educators
- Lifetime Contributions in Physical Education: Celebrating the lives and work of Len Almond (1938-2017) and Joy Butler (1957-2019)
Routledge:
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