{"id":6,"date":"2021-05-25T23:22:42","date_gmt":"2021-05-25T23:22:42","guid":{"rendered":"https:\/\/physicalliteracy.expert\/wp\/?page_id=6"},"modified":"2022-02-01T23:08:10","modified_gmt":"2022-02-01T23:08:10","slug":"physical-literacy-expert","status":"publish","type":"page","link":"https:\/\/physicalliteracy.expert\/wp\/","title":{"rendered":"Physical literacy expert"},"content":{"rendered":"\t\t
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Physical literacy: towards lifelong engagement in movement<\/h1>

The concept of physical literacy indicates a major paradigm shift in how we view physical activity, physical fitness, and health.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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A Google search for physical literacy now produces close to 200 million search hits<\/h3>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Over the past 20 years, physical literacy has steadily gained currency among academics, sport scientists, and physical education teachers as essential for promoting complete wellness of the individual. Where a Google search in 2010 returned only a handful of results, it now produces close to 200 million search hits.<\/p>

Most parents and teachers can readily appreciate the concept of physical literacy<\/a>. In simple words, physical literacy is when an individual has attained a blend of movement skills, bodily awareness, and general positive attitudes towards physical activity that help them to embrace physical activity as a lifelong pursuit. Ideally, individuals should develop physical literacy in a variety of activity environments, including on land, on ice and snow, in the water, and in the air (e.g. acrobatic activities). Ultimately physical literacy leads to much deeper experiences of individual satisfaction, wellness, and fulfilment that far exceed simple physical fitness.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Related: The importance of physical literacy<\/a><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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<\/i> PODCAST<\/div>

Dr. John Cairney speaks on the importance of physical literacy<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Physical literacy overview<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\tDEFINITIONS<\/span>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t

A number of definitions of physical literacy have circulated since the early 2000s.<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\n\t\t\t\t\tPIONEER<\/span>\n\t\t\t\t<\/h3>\n\t\t\t\t\t\t\t\t

Dr. Margaret Whitehead has developed a pluralistic definition of the term consistent with her philosophical roots.<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The term physical literacy seems to have existed in limited circulation for close to a century.<\/p>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Article: What is physical literacy?<\/a><\/h3>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Physical literacy defined<\/h1>\nA number of definitions of physical literacy have circulated since the early 2000s. At present, the International Physical Literacy Association<\/a> defines physical literacy as follows:\n
\u201cPhysical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.\u201d<\/blockquote>\nMost academics who have jumped into the discussion of physical literacy in the most recent years will readily agree with this definition, as it encompasses a vast array of qualities and concepts that permit a wide range for investigation and discussion. Other organizations that are more concerned with the practical aspects of promoting and implementing physical literacy outside of academia have articulated simpler definitions that attempt to describe a set of qualities and capacities that are more easily understood by the average parent, teacher, or sports coach.\n\nA good example of a simplified definition of physical literacy is offered by Sport Australia<\/a> on its physical literacy website:\n
\u201cPhysical literacy is about building the skills, knowledge and behaviours that give us the confidence and motivation to lead active lives.\u201d\n<\/blockquote>\n<\/p>\n

\nAnother example is the definition of physical literacy used by Active for Life<\/a>, a Canadian organization that has promoted physical literacy for children since 2012:\n

\u201cPhysical literacy is when kids have developed the skills, confidence, and love of movement to be physically active for life.\u201d\n<\/blockquote>\n<\/p>\n

\nBoth of these latter definitions communicate the essence of physical literacy in terms that are intelligible to the layperson while honouring the scope of implied meanings in the physical, cognitive, and emotional domains.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Margaret Whitehead speaks at the International Physical Literacy Conference in Banff, Alberta, Canada in April 2013. <\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Physical literacy pioneer<\/h1>\nDiscussion of the concept of physical literacy has grown steadily since the early 1990s primarily due to the early promotional and philosophical work of Dr. Margaret Whitehead. As Dr. Dean Kriellaars and Tia Kiez have written<\/a>, Whitehead has developed a pluralistic definition of the term consistent with her philosophical roots, and she has revised her definition of the concept over time. In her 2001 paper \u201cThe Concept of Physical Literacy<\/a>,\u201d\u00a0Whitehead explains the foundation of her vision of physical literacy as being anchored in a non-dual, monist view of the singular embodiment of mind and body:\n
Whitehead (1987) provides a comprehensive background to the centrality of embodiment\u00a0in existence and points towards the importance of recognising and nurturing embodied\u00a0attributes. In fact the\u00a0initial motivation of this investigation was to interrogate existential\u00a0and phenomenological standpoints on embodiment, both of which question the notion\u00a0that humans are made up of two separate\u00a0aspects ‘body and mind’. This latter view is held\u00a0by dualists such as Descartes. Existentialists and phenomenologists more often hold the\u00a0alternative, or monist, view that humans are to be considered as\u00a0an integrated whole.\u00a0Different dimensions of the human condition are recognised but these cannot be\u00a0considered in isolation from each other as all are irreconcilably interwoven in existence.\u00a0From this\u00a0perspective ‘I do not have a body’,\u00a0as a distinctive and separate entity, but ‘I am\u00a0my body.’ The notions of \u2018body as object\u2019 and ‘body as machine’ are rejected and the\u00a0notion of ‘body as self’ is advocated.<\/blockquote>\nFrom these early reflections Whitehead increasingly developed and refined her definition of physical literacy until arriving at the current definition promoted by the International Physical Literacy Association. One of her major works is the 2010 book Physical Literacy Throughout the Lifecourse<\/i><\/a>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The history of physical literacy<\/h1>

The term physical literacy seems to have existed in limited circulation for close to a century. In their article \u201cPhysical Literacy: An American Origin<\/a>,\u201d Kriellaars and Kiez present several instances where the term physical literacy appears in American publications about physical activity and physical education since at least the 1920s:<\/p>

\u201cWe must prepare for physical literacy as well as for mental literacy. A physically fit America becomes more necessary with modern mechanical inventions. If education is preparation for life, then we must give to every American boy and girl that physical preparedness essential to earning a…\u201d(Pennsylvania Department of Public Instruction, Pennsylvania Department of Common Schools, & Pennsylvania State Education Association, 1930).<\/p>

James Edward Rogers, the director of the National Physical Education Service in New York, NY, stated, \u201cThe public schools are as much responsible for physical literacy as for mental literacy. Physical illiteracy is on an increase in this country. In the future it will be increasingly more difficult for boys and girls to live physically well and to keep fit. The schools therefore must provide…\u201d (National Education Association of the United States, American Normal School Association, National Association of School Superintendents, National Teachers\u2019 Association, & Central College Association, 1932; New York State Teachers Association, 1933).<\/p>

\u201cWe are so inclined to regard education as primarily concerned with knowledge in a narrow sense that we tend to concentrate on what I may call intellectual literacy. There is however, a physical literacy \u2014 of the body, the hand, the eye and the ear; and, elusive though it be, a literacy of the spirit. These literacies, like intellectual literacy, do not result from a narrow concentration on them. Games, climbing, walking, dancing and manual occupations such as carpentry, building and so on, all conduce to physical literacy: that is to a disciplined command over the body.\u201d (British Institute of Adult Education & National Institute of Adult Education, 1937).<\/p>

In 1938, Dr. L. P. Jacks was reported to describe, \u201c…physical literacy, which is something very different from beef and brawn, must be the first characteristic of our ideal type of citizen. Physical health is in itself not, however, sufficient. Physical health must be linked up…\u201d (Cunningham, Radford, & Australian Council for Educational Research, 1938).<\/p>

\u201cIf the purpose of education is to train the child for living, he should be trained for complete living. The whole child should be trained. His special talents and interests, his integrity and originality, his health and emotions are all a part of his life which should be developed. Physical literacy is just as important as mental literacy, and both are essential parts of the educational program. Yet without our resources there would be no need for either physical or mental literacy\u201d (Pennsylvania Department of Public Instruction, 1941).<\/p><\/blockquote>

While the term appears to have been only vaguely defined, the concept of physical literacy has certainly been in circulation for a very long time. For her part, Whitehead has revitalized and widely broadened discussion of the concept, especially by introducing the idea of embodiment\u2014the view that human movement, and human life as a whole, is experienced through the inseparable unity of mind and body.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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The importance of physical literacy<\/h1>

Human beings have evolved over countless centuries in environments and activities that have demanded the development of movement proficiency as a principle order of survival. The evolution of technology, however, has meant that humans in the twenty-first century face increasingly fewer demands to engage in movement, leading to steadily diminished movement proficiency and ultimately poorer health. Our typical work environments are now predominantly sedentary, and digital technologies are allowing us to work, learn, shop, and be entertained from home.<\/p>

Physical literacy is seen as a key to correcting this unprecedented trend towards increasingly sedentary lifestyles and behaviours. Physical educators and health professionals see physical literacy as helping individuals to engage in more physical activity and recreational sport, leading to healthier populations in general, while high-performance sport coaches see physical literacy as essential for providing the basic foundation for elite and professional sport performance in particular.<\/p>

In Canada, the Sport for Life Society<\/a> has championed physical literacy as the gateway to both improved public health and increased sport participation and achievement since 2005. Sport for Life\u2019s Long-Term Development in Sport and Physical Activity<\/a> describes physical literacy as the foundation of all athlete and participant development in sport and activity. Similarly, the Sport for Life document Durable by Design<\/a> outlines how physical literacy can be the gateway to healthier nations by promoting and supporting lifelong participation in physical activity and sport. Through regular physical activity supported by physical literacy, individuals can enjoy sustained long-term health, increased social connectedness, improved general mental and physical well-being, and better quality of life.<\/p>

Sport Australia\u2019s Position Statement on Physical Literacy<\/a> presents a similar rationale in support of physical literacy for the nation\u2019s health. It suggests that Australian children are becoming increasingly deficient in fundamental movement skills such as running, throwing, catching, kicking, and jumping, and this presents a risk to their long-term health. These fundamental movement skills, while not representing the totality of physical literacy, are considered a vital first step in developing physical literacy and thereby physical activity throughout the population.<\/p>

Through the Position Statement on Physical Literacy, Sport Australia hopes to drive a movement towards improving the lives of all Australians by promoting increased participation in sport and physical activity. Through increased participation, it is expected that more Australians will experience the benefits of good physical, social, psychological, and cognitive well-being. Sport Australia sees educators, coaches, and families as playing important roles in this process, by promoting and developing children\u2019s physical literacy through quality physical education, sport programs, and daily play and physical activity.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Health and physical literacy<\/h1>

Human beings are designed to move, but this simple truth tends to be obscured by the increasing prevalence of sedentary lifestyles in the modern world. In the face of this global trend, public health of the future may rely, in large part, on promoting the importance of physical activity and physical literacy across large populations.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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By addressing the physical literacy of individuals, health care systems can save significant costs. <\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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From the standpoint of public health, money spent in support of physical literacy and physical activity may be seen as a strategic investment. On a global scale, trillions of dollars in healthcare costs can potentially be saved by developing more active populations with even modest levels of physical fitness. By developing physically literate populations, the cost burden on healthcare systems can be lessened.<\/p>

This represents a distinctly prevention-based approach to healthcare. In Western medical culture, the traditional approach has tended to be reactive, waiting until individuals become ill before addressing their health requirements. \u201cHealing\u201d then requires a costly intervention by medical professionals and the healthcare system. In reality, many individual health crises can be avoided simply by living a healthy, active lifestyle. Again, individuals who are physically literate are more likely to be physically active, making them more physically fit and more resistant to injury and illness. As they age, they are also less likely to suffer physical injuries through falls as they possess adequate balance and movement coordination to avoid such accidents.<\/p>

By supporting more physical activity and fitness, physical literacy can be promoted as an important means for reducing monetary costs and human suffering within healthcare systems. At the same time, it can also provide benefits to sport, recreation, industry, and the economy.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Video: Children and youth demonstrate Fundamental Movement Skills<\/a><\/h3>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Sport, movement arts, and physical literacy<\/h1>

To participate in sports and movement arts such as dance, individuals require a basic level of physical literacy. Without fundamental movement skills and associated physical capacities of strength, agility, and coordination, there is little foundation to provide individuals with the capacities for any kind of physical performance. As a consequence, sports organizations and movement arts groups may want to play a bigger role in promoting physical literacy through their programming, and fundamental movement skills in particular. To the degree that new generations fail to develop basic movement proficiency, the movement arts and sports may otherwise suffer declines in enrolment and talent development.<\/p>

Within the sport domain, it may be necessary to redefine the societal role of sport to ensure that physical literacy is given the attention it deserves. For instance, many sport groups tend to focus solely on producing elite athletes, while devaluing recreational programming and participation. Traditionally, they have more or less deliberately pushed large numbers of participants out of their sport by steadily deselecting \u201cless talented\u201d athletes from programs. Individuals cannot develop and maintain physical literacy if they are not given the opportunity to participate. Sports organizations can remedy this problem by continuing to provide recreational programming opportunities for those individuals who are deselected from the high-performance stream.<\/p>

The movement arts face similar challenges. To the degree that a small percentage of \u201ctalented\u201d participants tend to be rewarded with more coaching and more programming, and \u201cless talented\u201d participants are not, programs in the movement arts often deselect participants and push them away from participating altogether. For the purposes of promoting physical literacy, more inclusive approaches to program delivery should be considered.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Recreation and physical literacy<\/h1>

Recreation systems also have a large role to play in promoting physical literacy within communities. Especially during adulthood and older adulthood, recreation systems are generally better positioned than sport clubs to provide access for a greater number of participants across a broad range of ages. For example, recreation centre programs tend to appeal to those individuals who are more interested in physical activity for fun, fitness, and social interaction than intense competition. In general, recreation centres can also address a greater range of sports and activities.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Recreation centres are an important venue for developing physical literacy. <\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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What recreation may lack in depth of coaching in one sport or physical activity is compensated by its ability to provide greater variety in programming. Depending on the needs and goals of each participant, recreation programs can also adapt to provide varying degrees of emphasis on athletic development, personal fitness, or social activity. All of these approaches support broader public health goals by helping to maintain the physical literacy of participants of all ages.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Work, industry, and physical literacy<\/h1>

Physical literacy has major implications for industry and the workplace. On one hand, as jobs and careers become increasingly sedentary, physical literacy\u2019s role in supporting physical activity and fitness becomes significant for many workers who are moving less. On the other hand, workers in sectors such as construction, tourism, and hospitality cannot perform the physical tasks involved in their work if they lack physical literacy from the outset.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Workers in the skilled trades require physical literacy to perform their job tasks. <\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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In this context, physical literacy is essential to the productivity of our workplaces and industries. Given its importance, businesses and industries might want to consider ways to promote physical literacy among workers. Promotional efforts could include workplace education programs to inform employees about the importance of physical literacy and regular physical activity. Larger supports could include workplace health and wellness programs within the workplace such as yoga classes, running and walking clubs, workplace gyms, and company recreational sports teams. With these types of workplace supports and programs, businesses and industries can reduce the risks of workplace injuries, decrease absenteeism due to illness, and improve overall productivity.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Seniors and physical literacy<\/h1>

Worldwide, the number and percentage of older adults is increasing. As countries aim to contain healthcare costs and maintain quality of life, the promotion of physical mobility and prevention of physical disability among mature adults becomes an important factor in preserving public health.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Activity programming for seniors is one approach to maintaining physical literacy.<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Agencies and professionals who provide care for seniors are well-positioned to carry out this work. By promoting physical literacy and physical activity for the people in their care, they can help in the prevention of debilitating illnesses and injuries (e.g., falls) and assist the management of chronic health conditions. This can reduce the costs of senior care within health systems as a whole.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Providing leadership in physical literacy<\/h1>

In response to the worldwide trend towards physical inactivity, it seems logical that governments and public health advocates should promote physical literacy among their citizenry. Through the promotion and development of physical literacy, the possibility exists to reverse or at least mitigate the increasing prevalence of sedentary behaviour and promote physical activity and physical, mental, and emotional health on a mass scale.<\/p>

However, it must be understood that people do not develop physical literacy simply by learning to throw a ball or play sports. Physical literacy requires the development of movement skills of increasing complexity and diversity in a wide variety of environments while also developing knowledge, confidence, and motivation to move more. It is a lifelong process, and every individual travels a unique pathway in their physical literacy journey.<\/p>

Each physical literacy journey is shaped by a host of factors. These include family upbringing, school, work, physical environment, and more. Consequently, if we seek to make the biggest impact in developing and sustaining physical literacy, entire communities need to be engaged in the process. Promoting and developing physical literacy becomes the work of everyone, and especially major institutions and stakeholders in education, sport, recreation, and health. Through mutual support and cooperation, these institutions and stakeholders will be able to deliver programs that consistently deliver on the larger aims of developing physical literacy.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Video: Dr. Dean Kriellaars speaks on the importance of physical literacy enriched communities<\/a><\/h3>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Venues for developing physical literacy<\/h1>

Physical literacy cannot be \u201ctaught\u201d in a single setting such as a sport club or school physical education program; it is developed over time in multiple environments that encourage physical activity and the natural exploration of movement. As a consequence, any attempt on the part of governments and institutions to promote physical literacy must address the diversity of individuals that live in different communities and the varied settings and circumstances that they occupy.<\/p>

The first requirement is access and opportunity. People need accessible opportunities to participate in physical activity regardless of age, gender, race, ability, language, or ethnicity. Such opportunities are traditionally provided by sport clubs and recreation programming, and these are certainly important venues for the development of physical literacy, but there needs to be more. The built environment of the cities and communities where people live should also be considered in promoting physical activity and physical literacy.<\/p>

Parks, public spaces, transportation infrastructure, and the buildings where people live are all products of human design. By applying intelligent design that promotes natural movement and activity, the built environment can become an important means of supporting and sustaining a physically active and hence a physically literate society. Preserving public parks, building recreation facilities, improving the aesthetics of public spaces, and creating safe walking and bicycling routes are all valuable measures that can be taken.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Article: Elite Canadian athletes describe their physical literacy journeys<\/a><\/h3>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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Physical literacy is a journey<\/b><\/h1>

Experts in physical literacy acknowledge that the development of physical literacy is a lifelong process. As such it is a journey, not a destination. Physical literacy begins to develop with the learning of basic motor competencies during infancy and early childhood. Assuming that children are raised in environments that provide rich opportunities to explore movement in all forms, these basic competencies eventually develop into more complex and diverse movement patterns. As individuals pass through childhood and adolescence into adulthood, their movement awareness and ability increases.<\/p>

Through the lifelong physical literacy journey, what began as simple walking, running, and throwing evolves into thousands of complex movement patterns that might range from ballet and basketball to firefighting and mountain climbing. As individuals develop this incredible array of movement abilities, they also develop a commensurate awareness and understanding of their own body, together with the confidence and desire to continue exploring more movement. This foundation of competence, confidence, knowledge, and motivation serves to inspire a lifetime of sustained physical literacy.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Resources for physical literacy<\/h1>

International Physical Literacy Association<\/a>

The International Physical Literacy Association (IPLA) works to promote the value of physical literacy worldwide and to continue to develop the concept of physical literacy. The IPLA provides a forum for exchange of views relating to physical literacy and disseminates research and scholarly in all aspects of physical literacy.<\/p>

Physical Literacy: Throughout the Lifecourse<\/a>

This is the first book to fully explore the meaning and significance of physical literacy, and also the first book to apply the concept to physical literacy across the lifecourse, from infancy to old age. It explains the philosophical rationale behind the concept of physical literacy and includes contributions from leading thinkers, educationalists, and practitioners.<\/p>

Developing Physical Literacy: Building a New Normal for All Canadians<\/a>

This document describes the essential components of physical literacy, outlines how to support the development of physical literacy in all stages of life, and discusses strategies for delivering coordinated physical literacy programs for Canadians of all ages, genders, ethnicities, and abilities. This resource is not a programming guide but rather a rationale and road map for all citizens to enjoy greater health, well-being, and inclusion by choosing an active lifestyle founded on physical literacy.<\/p>

Physical Literacy in the United States: A Model, Strategic Plan, and Call to Action<\/a>

This report from the Aspen Institute reviews the research showing that children with motor skills competence are more likely to stay physically active into adolescence and adulthood, identifies the populations in greatest need, and offers more than 150 activation ideas.<\/p>

The Australian Physical Literacy Framework<\/a>

Created by Sport Australia, the Australian Physical Literacy Framework helps people understand how to progress on physical, psychological, social, and cognitive levels and enjoy lifelong participation in movement and physical activity.<\/p>

Physical and Health Education Canada (PHE Canada)<\/a>

Physical and Health Education Canada (PHE Canada) champions healthy, active kids by promoting and advancing quality physical and health education opportunities and healthy learning environments. The PHE Canada website offers a wide variety of resources to help teachers to develop physical literacy through their health and physical education school programming.<\/p>

Active for Life<\/a>

Active for Life is a Canadian not-for-profit social initiative that helps parents give their children the right start in life through the development of physical literacy. Active for Life has also created a range of resources including lesson plans, games, and activities to help early years educators and elementary teachers to develop physical literacy among children.<\/p>

Physical Literacy Resources at Sport for Life Society<\/a>

The Sport for Life Society has produced a range of tools and discussion papers for promoting the development and assessment of physical literacy. This web page contains links for downloading all of its major papers and tools.<\/p>

The Development of Chinese Assessment and Evaluation of Physical Literacy (CAEPL)<\/a>

Shanghai University Sport (SUS) initiated this study on how to assess physical literacy among Chinese children and adolescents, and developed the Chinese Assessment and Evaluation of Physical Literacy (CAEPL). This paper presents the development of the CAEPL theoretical model for school-aged children and adolescents in China, and identifies the weights of CAEPL\u2019s domains and their indicators for assessment.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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References<\/h1>

Chen, S. T., Tang, Y., Chen, P. J., & Liu, Y. (2020). The Development of Chinese Assessment and Evaluation of Physical Literacy (CAEPL): A Study Using Delphi Method. International journal of environmental research and public health, 17(8), 2720. https:\/\/doi.org\/10.3390\/ijerph17082720<\/a><\/p>

Retrieved from: https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC7215479\/<\/a><\/p>

Farrey, T. and Isard, Risa (2015). Physical Literacy in the United States: A Model, Strategic Plan, and Call to Action. The Aspen Institute.<\/p>

Retrieved from: https:\/\/www.aspeninstitute.org\/publications\/physical-literacy-model-strategic-plan-call-action\/<\/a><\/p>

Grove, J. et al. (2016). Active for Life: Durable by Design. Victoria: Sport for Life Society.<\/p>

Retrieved from: https:\/\/sportforlife.ca\/portfolio-view\/active-for-life-durable-by-design\/<\/a><\/p>

Higgs, C. et al. (2019). Developing Physical Literacy: Building a New Normal for All Canadians. Victoria: Sport for Life Society.<\/p>

Retrieved from: https:\/\/sportforlife.ca\/portfolio-view\/developing-physical-literacy-building-a-new-normal-for-all-canadians\/<\/a><\/p>

Kriellaars, D. and Kiez, T. (2017). Physical Literacy: An American Origin.<\/p>

Retrieved from: https:\/\/oregonshape.org\/2017\/11\/14\/guest-post-physical-literacy-an-american-origin<\/a><\/p>

Whitehead (2001). The Concept of Physical Literacy. Physical Education and Sport Pedagogy 6(2):127-138.<\/p>

Retrieved from: https:\/\/www.researchgate.net\/publication\/243667666_The_Concept_of_Physical_Literacy<\/a><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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\u00a9 Active for Life. All rights reserved.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Physical literacy: towards lifelong engagement in movement The concept of physical literacy indicates a major paradigm shift in how we view physical activity, physical fitness, and health. 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