Abstract
Declining physical health practices of children and youth in Australia drive teachers of Health Physical Education (HPE) and school administrators to enhance HPE curriculum and its delivery to youth in Australia. However, there are obstacles that can hinder teachers in their design of HPE programs that are based on students’ experience, skills, age, and maturity level. One of these obstacles is a lack of clarity regarding what physical literacy is, the semantic content of this concept
Highlights
The term literacy was associated with learning, reading and writing
There are obstacles that can hinder teachers in their design of Health Physical Education (HPE) programs that are based on students’ experience, skills, age, and maturity level. One of these obstacles is a lack of clarity regarding what physical literacy is, the semantic content of this concept, and how it can improve health physical education curriculum and its subsequent delivery
In considering the numerous definitions of physical literacy, it becomes clear that this concept is usually presented syncretic ally by academic scholars
Summary
The term literacy was associated with learning, reading and writing. In the past, an individual who could read and write at an adequate level for their age was considered literate [1]. Even though physical literacy is regarded as a crucial component for the healthy development of children in both research literature and Government policies, the concept remains elusive primarily due to the term being a misnomer, and it being used in different theoretical perspectives [4,5] This lack of clarity can undermine the meaningful development of physical literacy objectives within HPE and undermine the interpretation of research findings which may provide new knowledge [6]. Specialist viewpoints emerge from various branches of scientific knowledge such as physical education, medicine, exercise science, and health sciences This diversity of interpretation of the term physical literacy creates many dilemmas. This exploration encompasses its foundation, the medical and biological bases, the intended purpose, and its context This mini review endeavors to remedy this by proposing and justifying the use of the term physical health literacy. This paper explores and briefly discusses four focus questions: What are the (a) guiding principles; (b) educational, health and biological bases; (c) purposes and contexts for using the term of physical literacy; and (d) justification for using the term physical health literacy?
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