Abstract
This paper explores the concept of physical literacy (Whitehead, 2010) as an alternative interpretation for the meaning of collegiate physical activity courses at the time of higher education crisis. Also, physical literacy is considered as the theoretical foundation for character education within the context of liberal physical education. Five undergraduate physical activity (i.e., tennis) teachers were recruited and interviewed. During this participatory action research, data were analyzed in three phases: observation, interview, and reflection (Kemmis & McTaggart, 2000). Their course objectives, teaching strategies as well as evaluation schemes were compared and contrasted. Finally, further discussion on how the physical activity courses can be taught was presented in order to propose physical literacy as an alternative educational purpose in liberal physical education.
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