Journal of Teaching in Physical Education

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

Introduction: Despite increases in research and implementation, physical literacy continues to be largely misinterpreted by practitioners. The purpose of this study was to devise, implement, and evaluate a professional development program that works in a primary school environment to enhance their knowledge and operationalization of physical literacy.Methods: Following a 3-month needs assessment phase, data were collected from structured observations, reflections, and semistructured interviews with the teachers, before, during, and after an introductory workshop and 6-month physical literacy intervention. Thematic analysis was used to evaluate perceptions of program effectiveness.Results: The needs assessment phase identified notable differences between teachers’ classroom and physical education practice. Results of the physical literacy workshop and intervention detailed an increase in teachers’ knowledge of, and operationalization of, physical literacy.Discussion/Conclusions: Applying established principles of effective professional development in a contextually sensitive manner was viewed as effective in enhancing primary school teachers’ knowledge and practice regarding physical literacy.

This article explores the role of knowledge and understanding in fostering physical literacy, which is considered fundamental to successful participation in physical activity, and to valuing and taking responsibility for engaging in physical activities for life. First, it highlights the place and importance of knowledge and understanding within the broad concept, cognitive domain, and attributes of physical literacy. The type, scope, and progression of knowledge and understanding deemed necessary to foster physical literacy are then explored, with attention paid to knowledge of health within the school context in particular. To conclude, the article outlines selected pedagogical approaches and practical strategies for developing and monitoring such knowledge and understanding.

Physical literacy continues to gain global momentum, yet the definition and underlying concept of physical literacy remain contested in both research and practice. This lack of clarity has the potential to undermine the operationalization of physical literacy. This paper considers the various definitions of physical literacy that are currently adopted internationally. Physical literacy experts identified seven leading groups that have established physical literacy initiatives. Although each group is unified in using the term physical literacy, there are contrasting definitions and interpretations of the concept. Common themes were identified, including the (a) influence of physical literacy philosophy, (b) core elements of physical literacy, (c) lifelong nature of physical literacy, and (d) the need to scientifically pursue a robust operationalization of the concept. We conclude by recommending that programs relating to physical literacy should provide a definition, a clear philosophical approach, and transparency with how their actions align with this approach.

This article explores the relationship between physical literacy and human flourishing. Understanding the contribution physical literacy may have in nurturing human flourishing extends the philosophical rationale and importance of physical literacy in relation to maximizing human potential. This article proposes that the concept of physical literacy is being embraced worldwide, in part due to the contribution physical literacy may make in nurturing human flourishing. Therefore, this article discusses the relationship between physical literacy and human flourishing in detail, unveiling what value this connection may hold in promoting physical literacy as an element integral in enhancing quality of life. Aspects of human flourishing are presented and examined alongside physical literacy. Synergies between physical literacy and human flourishing are not hard to find, and this gives credence to the growing adoption of physical literacy as a valuable human capability.

This study considers the implications for teachers of physical education of adopting physical literacy as the focus of their work. These implications arise from the philosophical underpinning of the concept, from the definition of physical literacy and are in line with the mission of the International Physical Literacy Association. In the first section of this study, recommendations stemming from the philosophical roots of the concept will be outlined in brief. The other three sections will demonstrate how this philosophical basis and the definition of physical literacy should inform, first, lesson and unit content; second, teaching approaches; and, finally, curriculum planning. Unpacking the implications and what physical literacy looks like in practice is essential if teachers are to begin to incorporate physical literacy within their practice.

This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.

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.