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| Feature | No.65 October 2013 |

Definition of Physical Literacy and Clarification of related Issues

Margaret Whitehead

Abstract

This article sets out the current definition of physical literacy and then discusses a range of issues, many of which seek to clarify the concept and counter misinterpretations that have dogged the development and acceptance of the concept. The material in this article draws on the physical literacy website and the publications by Whitehead et al in the references.

The Definition of Physical Literacy

In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition to capitalize on our human embodied capability, wherein the individual has:

the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the lifecourse.

On account of our holistic nature, individuals who are making progress on their individual/unique physical literacy journey, demonstrate the following attributes:

1. the motivation and confidence to capitalize on innate movement/physical potential to make a significant contribution to the quality of life.

   All humans exhibit this potential, however its specific expression depends on individual endowment in relation to all capabilities, significantly movement potential, and is particular to the cultural context.

2. movement with poise, economy and confidence in a wide variety of physically challenging situations.

3. sensitive perception in ‘reading’ all aspects of the physical environment, anticipating movement needs or possibilities and responding appropriately to these, with intelligence and imagination.

4. 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.

5. sensitivity to and awareness of embodied capability, leading to fluent self expression through non-verbal communication and to perceptive and empathetic interaction with others.

6. the ability to identify and articulate the essential qualities that influence the effectiveness of movement performance, and an understanding of the principles of embodied health, with respect to fundamental aspects such as exercise, sleep and nutrition.

Clarification of the Concept of Physically Literacy

Philosophical Foundation and the Breadth of the Concept

The concept of physical literacy has its roots in philosophy and arose from the study of Monism, Existentialism and Phenomenology (see Article 1 on the History and Development of the Concept). Significantly the concept is founded on a Monist viewpoint and therefore rejects dualism.

The commitment to Monism is reflected in the definition which encompasses three of the key characteristics of human nature - the affective, the physical and the cognitive. Focus on only one of these areas of human potential does not constitute physical literacy. For example developing fundamental movement skills is only a very small element in promoting physical literacy.

Physical Literacy as a Concept that can best be understood as a Cradle to grave Journey

Physical literacy is not a state that is reached and then persists throughout life. It is best seen as a journey, a journey unique to each individual. Each journey is likely to encounter twists, turns and maybe setbacks along the way. Journeys may stall on account of a range of personal circumstances, some maybe beyond the individual’s control. However with determination and the help of others, individuals’ journeys can re-start and indeed flourish.

While all can be physical literate, it is the case that, if at any stage of life, individuals lack or lose the motivation, confidence and physical competence to value physical activity and take steps to maintain activity, they can no longer be described as being physically literate, in other words they may become physically illiterate.

The key issue is that all who are supporting individuals need to provide experiences that enable participants to make progress on their individual journeys. In circumstances in which the individual could be described as physically illiterate, practitioners need to encourage the participant to develop the motivation, confidence and physical competence to enable the individual to start or restart their journey.

Physical literacy is much wider than physical education and encompasses all participation in physical activity throughout the lifecourse. The promotion of physical literacy is relevant throughout life and is as important to pre-school children, the adult and older adult population as it is to learners in the years of schooling.

Physical Illiteracy

Questions have been raised concerning how physical illiteracy could be described. From one perspective every human is a physical being and exists only because each is, by nature, embodied. In this context everyone, by definition, has, and employs physical competence. However physical literacy only develops when this dimension is deployed beyond what might be called subsistence level. Physically illiterate individuals will avoid any involvement in physical activity in all situations wherever alternatives are possible. This could include not walking short distances, avoiding tasks such as house cleaning and gardening, preferring quick methods of preparing a meal and always using the remote control to turn on an electrical appliance. Individuals will not be motivated to take part in structured physical activity and will therefore not achieve any refinement or development of their physical competence. They will have no confidence in their ability in the field of physical activity, anticipating no rewarding feedback from such involvement. Individuals will have a very low level of self-esteem with respect to this aspect of their potential and will avoid all inessential physical activity in order to guard against failure and humiliation.

Relevance of the Concept to every Individual whatever their Endowment

For some time there has been the misconception that physical literacy is only important in the preparation of high level athletes. This is very far from the case. All can make progress on their physical literacy journey, the challenge being to capitalise on individual potential to take part in whatever physical activity is within an individual’s capacity. Indeed the goal of nurturing physical literacy goes way beyond ambitions to produce elite athletes. Wherever physical literacy is fostered, future elite athletes will benefit from the breadth of activity covered and the positive and empathetic ambience of sessions. However physical literacy is as valuable to the average performer and those with particular challenges to overcome, as it is to the most able.

Motivation and Confidence as fundamental to Physical Literacy

As the definition anticipates the motivation and confidence to participate in physical activity are at the heart of the concept. While it is the case that motivation and confidence arise on account of progress in respect of physical competency, this competency on its own does not constitute physical literacy. The mastery of a movement skill in itself does not necessarily promote a desire to be involved in activity, rather it is the rewarding satisfaction and pleasure generated from any experience in the movement field that creates interest in further involvement. The long term aspiration of all practitioners working to promote physical literacy in the field of physical activity is to so enthuse participants that they adopt physical activity as a key element of their life pattern.

The Relationship between Physical Literacy and Physical Education

There is some confusion concerning the relationship between physical literacy and physical education. However physical literacy is not an alternative to physical education, nor is it in competition with physical education. Physical education is a subject area in the school curriculum while physical literacy is the goal of physical education, a goal that can be articulated and defended with confidence to reveal the intrinsic value of physical activity. (See ICSSPE Position Statement on Physical Education) The implications of this clarification is that teachers or indeed any practitioners, DO NOT TEACH physical literacy: rather they plan, guide and support learner involvement in experiences that are rewarding, meaningful and develop self esteem and self respect.

Physical Literacy as a Concept with connotations beyond Schooling and the Responsibility of many significant others to promote Physical Literacy

Another misunderstanding is that the concept of physical literacy is only relevant to schooling. This is not the case. Fostering physical literacy is important in pre-school, out of school and post school contexts – indeed in any situation involving physical activity. This means that teachers of physical education are not alone in working to promote physical literacy. All significant others who are in a position to influence attitudes to, and competence in, physical activity have a role to play. This includes parents, carers, nursery nurses, coaches, peers, family members, leisure management personnel, employers, the medical profession and carers for the elderly. (See Whitehead with Murdoch 2006) Teachers of physical education, however, do have a key role as they are the only qualified professionals who will have contact with every young person. This puts a responsibility on teachers to lay the ground for all learners to make progress on their individual physical literacy journey.

The Implications of adopting Physical Literacy as the Goal of Physical Activity

The implications for all practitioners, e.g. teachers, coaches, instructors, working to a goal of promote physical literacy are fivefold. They need to:-

- develop an informed and considered commitment to the concept

- conduct an honest self appraisal to ensure that they demonstrate equal interest in every learner and design tasks to enable all to make progress

- undertake a thorough review of pedagogy to ensure motivation and confidence are nurtured

- carry out a critical review of content to ensure sufficient time is spent on exemplars from a broad range of activities, to facilitate enhancement of both physical competence and self esteem

- engage in a comprehensive review of assessment so that this is used as a motivational tool. Assessment should be ipsative (see note at end of this paper), charting individual progress across all aspects of physical literacy. Comparison with the achievements of others is seldom relevant.

All programmes working to promote physical literacy should evidence a common pedagogical framework. Further detail of these implications can be found in Section3 of the Bulletin.

Physical Literacy and pedagogical Models

There is also some confusion about the relationship between pedagogical models and physical literacy. Physical literacy is not a pedagogical model. However physical literacy can be promoted through any pedagogical model, be it for example sport education or health related exercise. While it is suggested that a pedagogical model can be selected for use in physical education, as and when appropriate, the goal of every learner making progress on their individual physical literacy journey should underpin all curricular and extra-curricular work in physical education.

Physical Literacy as encapsulating Significance and Value for Physical aActivity as an end in itself and not as a means to other Ends

Physical literacy provides a clear rationale for the unique and intrinsic value of physical activity. No extrinsic justifications are needed such as cognitive development, social development or moral development. Physical activity should be seen as an end in itself rather than a means to other ends. This is grounded on the philosophical support from existentialists and phenomenologists who give unequivocal support for the centrality of our embodied dimension in life as we know it. This issue is fully debated in Capel and Whitehead (2013) with reference to Peter Arnold’s seminal paper that addresses education about, through and in movement. The conclusion drawn here by Capel and Whitehead is that while it is the case that, on account of our holistic nature wider benefits may be experienced from participation in physical activity, these should not be used as the justification of physical activity or of physical education in schooling. Physical activity needs no justification beyond its intrinsic value.

NB Ipsative assessment is assessment against an individual’s previous performance.

References

1. Almond, L. and Whitehead, M.E. (2012) Physical literacy. Clarifting the nature of the concept. Physical Education Matters 7,1,68-71

2. Almond, L. and Whitehead, M.E. (2012) The value of physical literacy. Physical Education Matters 7,2,61-63

3. Almond, L. with Whitehead, M.E. (2012) Translating physical literacy into practice for all teachers. Physical Education Matters 7,3,67-70

4. Capel, S. and Whitehead, M.E. (Ed) (2013) Debates in physical education. London Routledge.

5. ICSSPE Position Statement on Physical Education

6. Whitehead, M.E. with Almond, L. (2013) Creating learning experiences to foster physical literacy. Physical Education Matters 8,1,24-27

7. Whitehead, M. E. (Ed) (2010) Physical literacy throughout the lifecourse. London Routledge

Contact

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

http://www.icsspe.org/