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| Feature | No.65 October 2013 |

Stages in Physical Literacy Journey

Margaret Whitehead

Abstract

This short paper looks at the age related stages through which a physical literacy journey will pass and suggest some basic characteristics within each stage. Significant others who will play a part in supporting the individual in making progress are identified and the situations and contexts in which physical literacy can be nurtured indicated. Other papers in the Bulletin go into much more detail in respect of each of these stages. This paper provides a brief map laying the ground for the material in other papers. Table 1 ‘Attaining and maintaining lifelong physical literacy’ presents an outline.

Introduction

While it is accepted that every individual will experience a unique physical literacy journey it is not without value to reflect on the way these journeys will, characteristically, pass through different phases according to the age of the individual. In relation to the development of physical literacy an individual can be seen to travel through six stages:-

- Pre-School years

- Foundation/Early and Primary School years

- Secondary School years

- Early adulthood years

- Older adult years

- Adult years

Pre-School years

In the period between birth and approximately 3 years, the foundation for the development of physical literacy should be fostered, supported and encouraged by all those in contact with the child - parents, family and significant others, such as those running Day Care centres. This is a critical stage, during which young children should be given every opportunity to be physically active. Deprivation of movement can have serious long term effects on progress across many aspects of child development. Environments need to be set out and designed in such a way that allows for and encourages physical activity at this stage, including the home, the local environment, child care settings and activity clubs.

Foundation/Early and Primary School years

In the Foundation and Primary school period, the fundamentals of physical literacy need to be further developed and soundly established. These fundamentals relate to motivation, confidence, motor competence and knowledge and understanding. This is a critical period covering a 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. As learners progress through this stage there should a gradual increase in involving the participants in discussing the nature and value of physical activity. Opportunities to plan and evaluate their own work and progress are recommended. 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 facility to apply these movement patterns in a variety of settings. 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 significant stage of development include the school, the home and local clubs and recreational facilities. Those responsible for creating and maintaining these environments include schools, clubs and local authorities.

Secondary School years

In the adolescent years in Secondary School it is essential that the fundamentals listed above are nurtured and enhanced. This should occur in tandem with devolving more responsibility to the learners to devise and evaluate their own movement challenges. Some serious discussion about the importance of physical activity to lifelong health and well being should take place at this stage. It will be as important to ensure that these young people realise the benefits of an active lifestyle as to nurture their motivation, confidence and competence in relation to physical activity. These learners should have experiences that help them to value physical activity and also to realise that it will be their responsibility to maintain this activity when they leave school. It should be made clear that physical activity is for all, not just for the most talented. The furtherance of the development of physical literacy in these years, even if this capability 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, on the part of practitioners working with these young people, of the need to respond to the challenges encountered throughout the adolescent years. The rapid changes that occur can cause acute self-consciousness and be accompanied by fear of embarrassment . The nurturing of physical literacy must accommodate the changing physique, attitudes and social prerogatives that these learners experience. 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. Key players at this stage are teachers of physical education, peers, family, coaches and sports development personnel. 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. Supportive environments are again needed, including in e.g. the school, the home, local clubs and leisure centres. Responsibility for providing appropriate environments for physical activity rest with local and often national policy makers.

Early adulthood years

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. In addition these young adults should value physical activity for its contribution to the quality of life and take active steps to make it a regular feature in their lives. 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 and local policies will be central here if every young adult is to have access to activity settings. Equally local clubs and leisure facilities need to welcome these young people. Messages from the media will also be influential.

Adult years

In adulthood, where physical literacy has been established, individuals will readily engage in physical activity as a regular aspect of their lifestyles. They 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 physical 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. Spouses, partners and family members 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. Facilities as mentioned above are essential for physical literacy to be maintained.

Older Adult 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 readily available in the local environment.

Conclusion

The first three phases of a physical literacy journey are likely to be guided and supported by significant others in an individual’s life, however the latter three stages will be in the hands of the individuals themselves. It cannot be stressed too strongly that the grounding in the first three phases, in almost all cases, will have significant repercussions in the later years.

End note

This short paper has been written from a background of the situation in England. A valuable exercise would be for those from other countries to critically evaluate, the content of the text and the table and create a table that reflects the situation in their own country.

This paper is a re-presentation of part of an article by Whitehead, M. E. with Murdoch, E.M. in Physical Education Matters 2006 1, 1

Contact

Margaret Whitehead
4 Veranzerou Str. 10677
Athens
Greece
E-mail: whitehead67@aol.com

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