Physical Literacy and Physical Education

Conceptual Mapping

Margaret Whitehead

with Elizabeth Murdoch

March 2006

In short physical literacy can be defined as the
'motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life'

How does the concept of physical literacy relate to physical education? There are two immediate answers to this question. Firstly, that the development and maintenance of physical literacy is a fundamental goal of physical education, and secondly, that physical literacy is a personal attribute that has life-long significance, while physical education describes school based experiences during compulsory education.

Physical education has a vital and unique role to play in the development of physical literacy. Children's and young people's experiences in physical education that are appropriately planned, structured and managed, are essential, if physical literacy is to be established. It is the case that work in physical education is a crucial vehicle for this development in the critical, formative, period during the school years. These lessons, as formally structured experiences, are the only opportunity that ALL young people have, in which knowledgeable personnel work with them, to enhance their physical literacy and therefore their potential, in the area of physical activity.

The establishment and nurturing of physical literacy are the raison d'etre of physical education, and are fundamental to the realisation of high quality work in this curriculum area. In many ways this has always been the case, however to motivate ALL young people to work to acquire and maintain confidence in their ability in the physical area, presents a huge challenge and one that is yet to be achieved in every school.

The concept of physical literacy is, without doubt, immensely supportive of physical education, in its clear identification of the goals and values of movement work in school. It sets out, unequivocally, the intrinsic value of this area of work, showing how it is an end in itself; an end that has personal significance way beyond being the introduction to diversionary recreative activity.

By looking in depth at the nature of physical literacy it is possible to pinpoint aspects of movement work in school that are of fundamental importance in providing high quality experience resulting in life-long participation in physical activity, that is successful, rewarding and pleasurable.

Briefly these are:-

The inclusion of every young person in personally rewarding experiences of physical activity is of paramount importance. This inclusive approach should provide a springboard for the talented, a sound foundation for the able bodied and experiences of real significance and value to those pupils with special needs. Every young person has a right to be physically literate. Every individual should have all the support they need to establish and maintain their personal physical literacy and so experience the benefits this offers. These include inter alia:- self confidence, self esteem, physical competence at a level appropriate to the individual, perceptive inter-personal relationships and an understanding of the contribution of exercise to personal health.

The full definition of physical literacy is set out below, and the philosophical foundation of the concept is discussed in detail in papers on the website*. Further consideration of the implications for teaching can also be found in papers on the website.

Concept of Physical Literacy

  • Physical literacy can be described as the ability and motivation to capitalise on our movement potential to make a significant contribution to the quality of life.
  • As humans we all exhibit this potential, however its specific expression will be particular to the culture in which we live and the movement capacities with which we are endowed.
  • An individual who is physically literate moves with poise, economy and confidence in a wide variety of physically challenging situations.
  • The individual is perceptive in 'reading' all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with intelligence and imagination.
  • A physically literate individual has a well established sense of self as embodied in the world. This together with an articulate interaction with the environment engenders positive self esteem and self confidence.
  • Sensitivity to and awareness of our embodied capacities leads to fluent self expression through non-verbal communication and to perceptive and empathetic interaction with others.
  • In addition the individual has the ability to identify and articulate the essential qualities that influence the effectiveness of his/her own movement performance, and has an understanding of the principles of embodied health, with respect to basic aspects such as exercise, sleep and nutrition.

In looking at the relationship between physical literacy and physical education it is important to see both in the context of the whole life span. The chart 'Attaining and Maintaining Life Long Physical Literacy' to be found as the Appendix to this paper aims to show this context.

In relation to the development of physical literacy an individual can be seen to travel through six stages:- birth to 4 years old, early childhood in the Foundation and Primary School period, adolescence in the Secondary School years, early adulthood in the period following compulsory education, adulthood and older age. These stages are broad approximations subject to personal development and have no clear boundaries in relation to the establishment and maintenance of physical literacy. An individual's life span has been divided up in this way as a rough indication of opportunities and experiences, and as a template against which to carry out conceptual mapping of the relationship between physical literacy and physical education.

In the period between birth and approximately 4 years, the foundation for the development of physical literacy should be fostered, supported and encouraged by all those in contact with the child - parents, members of the family and significant others such as those running Day Care centres. Environments that need to be conducive towards this development include the home, the local environment, child care settings and activity clubs for this age of child.

In early childhood in the Foundation and Primary school period, the fundamentals of physical literacy need to be further developed and soundly established. This is a critical period covering a very significant time when competences and attitudes are often achieved and formed, none so important as motor competence and self confidence in the area of physical activity. Burgeoning physical literacy can be seen both in the ability to co-ordinate the whole body in activities such as jumping and climbing and in the manual dexterity needed to tie shoe laces effectively and control a pencil. Developing physical literacy at this stage is significantly in the hands of teachers conducting physical education lessons. Also involved at this stage are parents, family, peers and coaches. Environments that are needed to support this critical stage of development include the school, the home and local clubs and recreational facilities.

In the adolescent years in Secondary School it is essential that motor competence, understanding of the importance of physical activity to health and positive attitudes to involvement in exercise are nurtured and enhanced. The furtherance of the development of physical literacy in these years, even if this attribute has been successfully established in the primary school years, is crucial if abilities and attitudes are to be carried forward into life after school. Important here will be the understanding of practitioners working with these young people in the physical domain, of the need to respond to the changes encountered by the individual throughout the adolescent years. This is a particularly challenging period in the development of physical literacy as some young people pass through a stage when previously well managed movements become clumsy and posture becomes awkward. The nurturing of physical literacy must accommodate the changing physique, attitudes and social prerogatives of pupils. Key players at this stage are the physical education teacher, peers, family, coaches and sports development personnel. Supportive environments are again needed in e.g. the school, the home, local clubs and leisure centres. Important at this stage, also, is the guidance given to young people in respect of the opportunities that are available for continued participation in physical activity when they leave school.

In early adulthood the responsibility to establish, maintain and further physical literacy is in the hands of the individual. The motivation to do this will be a direct result of the quality of the experiences that have been encountered in the preceding years. These experiences need to have developed a positive attitude to physical activity. Specifically they need to have been enjoyable, and should have developed movement competence and promoted self confidence and self esteem. Where all those who have been in a position to influence an individual in the area of physical activity have been encouraging, supportive and empathetic the young adult should readily take steps to adopt an active life-style. The young person who is physically literate will not only move with fluency and control but will also carry him/herself well, evidencing confidence and a developing self-assurance. Significant others here will include peers, family, colleagues and personnel in the sports, medical and leisure fields. Contexts for this continued participation need to be established and maintained in both the public and private sector. Government policies will be central here if every young adult is to be made to feel welcome in situations that promote physical activity. Equally attitudes at local clubs and leisure facilities need to encompass a welcome to these young people. Messages from the media will also be influential.

In adulthood, where physical literacy has been realised, the individual will readily engage in physical activity as a regular aspect of his/her lifestyle. The individual will appreciate the intrinsic value of physical activity, as well as its contribution to health and well-being. Participation will be valued for the pleasure and fulfilment it brings as well as for the challenge and personal development that it offers. There is ample opportunity for this literacy to be enriched and furthered through the individual taking opportunities to increase their physical competence and to learn more about the importance of activity to a healthy life. Significant others and environments that are needed to support this continued involvement are the same as those for the young adult. Partners and spouses will play an important part at this stage not least in facilitating participation, but also in encouraging the individual to take up different movement forms, perhaps more appropriate to the adult in the middle years.

In older age, physical literacy needs to be sustained within the context of changes in the physical potential of the individual. With a sound understanding of the value of physical activity and a life-time of positive experiences in exercise, the older person can embrace physical literacy in a modified form. Family, peers and the medical profession are all significant here and opportunities for activity should be available in the local environment.

The chart and the accompanying explanation highlight three very important points with reference to physical literacy and physical education, viz:-

Appendix: Attaining and maintaining life long physical literacy (Word document)

* website www.physical-literacy.org.uk

June 2006