Defining Physical Literacy for Application in Australia: A Modified Delphi Method

Journal of Teaching in Physical Education - Tập 38 Số 2 - Trang 105-118 - 2019

Richard Keegan¹, Lisa M. Barnett², Dean Dudley³, Richard D. Telford¹, David R. Lubans⁴, Anna Bryant⁵, Will Roberts⁶, Philip J. Morgan⁴, Natasha Schranz⁷, Juanita R. Weissensteiner⁸, Stewart A. Vella⁹, Jo Salmon², Jenny Ziviani¹⁰, Anthony D. Okely⁹, Nalda Wainwright¹¹, John R. Evans¹²

¹1University of Canberra

²2Deakin University

³3Macquarie University

⁴4The University of Newcastle

⁵5Cardiff Metropolitan University

⁶6University of Gloucestershire

⁷7University of South Australia

⁸8New South Wales Office for Sport

⁹9University of Wollongong

¹⁰10The University of Queensland

¹¹11University of Wales Trinity Saint David

¹²12University of Technology Sydney

Tóm tắt

Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia.Method: Modified Delphi methodology.Results: Consensus was established on four defining statements:Core—Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts;Composition—Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities;Importance—Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; andAspiration—A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels.Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.

Từ khóa

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