What Is Physical Literacy,Really?

Physical literacy has become an increasingly influential concept in the past few decades, and is being woven into education, sport, and recreation policy and practice, particularly in Canada. The term is based on a metaphor that likens movement fluency to language literacy. Use of a metaphoric rather than a theoretical foundation has enabled various interpretations and re-definitions of the term. This article aims at an understanding of physical literacy that encompasses and reunifies the interpretations, helping physical literacy to be theoretically understood, practically researched, and instrumentally employed. The division of the holistic physical literacy concept into various interpretations is traced and the metaphoric basis of physical literacy is discussed. Through this analysis the unifying theme of communication is identified, and based on this a new definition of physical literacy is advanced and a model of physical literacy development is proposed. A series of questions that invite a multi-disciplinary approach to physical literacy research is presented.     

Evaluating Approaches to Physical Literacy Through the Lens of Positive Youth Development

The potential of physical activity and sport programs to promote positive youth development (PYD) is well-recognized among youth sport researchers and practitioners. More recently, physical literacy has gained traction among sport organizations as an important component of long-term athlete development. With conceptual roots in academic writing, two approaches to physical literacy emerged: a holistic approach, encompassing cohesive developmental processes and outcomes; and a performance-driven approach, focused largely on physical competencies and performance. This article will evaluate the dual approaches to physical literacy through the lens of PYD. By pairing the theoretical foundation of the holistic approach with the attention to measurement in the performance-driven approach, we subsequently propose an integrated approach to physical literacy grounded firmly in sport and physical activity PYD research. Guided by this approach, we offer key insights and practical recommendations for the implementation of programs that seek to foster both physical literacy and PYD.     

Critical Considerations for Physical Literacy Policy in Public Health,Recreation, Sport,and Education Agencies

The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals.     

Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers

The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers.     

The literacy environment of preschool classrooms: contributions to children's emergent literacy growth

This study examined the relations among features of the classroom physical literacy environment (book materials, literacy area and writing materials) and psychological literacy environment (instructional support), and preschool children's gains in two areas of emergent literacy over an academic year. Results showed that features of the physical literacy environment had little direct association with children's gains in emergent literacy, with the exception of quality of literacy area being a positive and significant predictor of children's gains in alphabet knowledge (but not name‐writing ability). Rather, the physical and psychological literacy environment seem to be interdependent, particularly with respect to provision of writing materials. Specifically, presence of writing materials is positively and significantly associated with children's growth in alphabet knowledge and name‐writing ability only within the context of high‐quality, instructionally supportive classrooms. Educational implications are discussed.     

核心素养视角下体育教学的开展探索

核心素养教育理念已经在教学中逐步渗透,体育教学也需要注重核心素养的培养,体育教师要使学生在运动锻炼和体育知识学习过程中形成良好的体育核心素养。文章以体育学科核心素养为出发点,从游戏引入、篮球运动、多元化体育运动等三个方面阐述核心素养视角下的体育教学策略。     

Antecedents of Physical Literacy: George Herbert Mead and the Genesis of the Self in Play and Games

ABSTRACT

Physical literacy has gained worldwide prominence over the last decade by re-conceptualizing primarily the meaning of physical education. British educator Margaret Whitehead is the most famous proponent of this expression and expositor of its philosophical foundation and value. As such, physical literacy rejects dualism, is buttressed by monism, phenomenology, and existentialism, and provides insights regarding perception, embodiment, and human existence. Two aspects of physical literacy, relevant to this inquiry, are the development of a sense of self and the notion of universality. Both these concepts were addressed by George Herbert Mead over 80 years ago in relation to the genesis of the self in play and the “generalized other” in games as expounded in his seminal work, Mind, Self, & Society. A comparison of the concept of physical literacy and Mead’s thought on the development of the self in physical activity will reveal that the antecedents of physical literacy offer it a useful critique.     

体育学生信息素养制约的因素及提高对策

学生信息素养程度的高低直接关系到体育教学水平的高低．对高师体育教育专业学生信息素养制约主要因素进行分析，并提出发展对策．     

体育核心素养下田径教学策略探讨

核心素养是学生综合素质培养的关键。基于核心素养培养的田径教学需从三个方面做出改进:一是围绕核心素养更新教学目标,使每个阶段目标与该阶段学生身体素质、能力需求相适应;二是围绕核心素养优化教学内容,让学生感受到体育的乐趣和挑战性,不产生畏难心理;三是围绕核心素养创新教学方法,培养学生终身体育习惯。     

基于胜任“新课改”高校体育教师信息素养的构建

高校体育教师的信息素养是高校体育教师履行岗位职责,胜任体育教学工作所必须具有的基本要求．为了使高校体育教师能够胜任“新课改”教育培养目标的需求,通过对高校体育教师目前信息素养的现状进行分析,并针对高校体育教师信息素养存在的问题提出有效的改进措施．     

Health Literacy,Social Support,and Health Status Among Older Adults

The study examines whether social support interacts with health literacy in affecting the health status of older adults. Health literacy is assessed using the short version of the Test of Functional Health Literacy in Adults. Social support is measured with the Medical Outcome Study social support scale. Results show, unexpectedly, that rather than buffering the negative effect of low health literacy, social support has a more positive impact on physical health in older adults with high health literacy. Implications for improving the health status of older adults through health literacy and social support are discussed.     

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...     

Rationalizing teacher roles in developing and assessing physical literacy in children

PROSPECTS - Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical...     

Insights from a social model of literacy and disability

This article considers the role of literacy in the lives of four people with physical disabilities. Interviews with them reveal that despite experiencing potential barriers to participating in literacy activities, literacy is nevertheless an important dimension to their identities. Limitations of the traditional models of disability and literacy are explored and alternative, social models are found to offer a more helpful framework, in which engagement with text is seen in the context of people's lives. It is suggested that interventionists still have some way to go before their practice will fully reflect these perspectives.     

Using narrated literacy‐based behavioural interventions to decrease episodes of physical aggression in elementary students with disabilities

This study was designed to examine the effects of literacy‐based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with significant developmental delays and autism spectrum disorders as a result of the literacy‐based behavioural interventions (LBBI).     

基于核心素养的篮球课程校本化实施策略研究

高中阶段学生体育核心素养包括"运动能力、健康行为、体育品德"三方面,高中体育应该围绕这三方面进行课程设置和教学.为了更好地推进体育教学改革、促使核心素养有效落地,人大附中体育教研组在全面分析学校实际情况基础上,积极推进篮球国家课程校本化,建构适应学生发展的篮球三级课程体系,开发篮球校本教参.学校实施大单元教学,关注个体...     

10 Content-Area Literacy Strategies for Art,Mathematics, Music,and Physical Education

Content-area literacy involves the use of research-based learning strategies that help students effectively and efficiently gain content knowledge. Its use is fundamental to all content areas, not just to those that rely heavily on printed materials. One of the major goals of content-area instruction is to produce critical thinkers and problem solvers, and content-area literacy is a tool that teachers use to help students achieve this goal. Through this author's teaching experiences, she (Ming) learned about literacy strategies that are useful in art, mathematics, music, and physical education. Thus, in this article, she discusses the importance of using literacy in content-area instruction. Specifically, she talks about how literacy strengthens students’ language arts skills, shares 10 content-area literacy strategies that can be integrated into the four content areas, and provides specific examples of what they would look like in each area.     

Physical literacy praxis: A theoretical framework for transformative physical education

PROSPECTS - This article aims to propose a theoretical framework, based on the literature, that supports the growth of students’ physical literacy in physical education. The framework...     

基于地理实践力素养的考生水平表现评价及其对地理教学的指导作用——以2018年普通高等学校招生全国统一考试(天津卷)文科综合地理部分为例

培养学生地理核心素养是地理课程的重要理念,地理实践力素养是地理学的基本活动经验。考生水平表现标准评价及教学质量分析的研究,以考生在地理实践力素养的水平表现标准及不同知识范畴、能力属别为依据,对参加2018年普通高等学校招生全国统一考试(天津卷)文科综合地理部分的普通高中应届考生的作答表现进行评价。结合考生在典型试题中的作答情况,分析考生在地理实践力素养方面表现出的问题,分析其产生原因,提出构建开放课堂、让实践力在视野拓展中萌发,培养地理视角、让实践力在情境创建中深化,完善评价体系、让实践力在考查革新中提升等教学建议,为高中地理教学提供参考。     

文科物理课程定位及其教学的探讨

文科物理课程可以培养学生的科学素质,通过给出科学素质的涵义,并结合授课对象的认知等特点确定了课程更多是培养学生的科学思想方法和科学精神,强调了课程的通识教育性质。结合我校文科类物理素质选修课开设的实践,从课程的授课内容、教学方法、教学测评等方面给出了开设有特色的文科物理课程的建议。