Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives

Johan Irmansyah,Hermansyah Hermansyah,Ria Lumintuarso,Ermawan Susanto,Ahmad Syarif,Fx Sugiyanto

doi:10.13189/saj.2021.090514

Abstract

Several countries around the world have promoted, advocated, and developed the concept of physical literacy. The concept of physical literacy is being believed to offer alternative solutions in the future as an effort to overcome global problems related to the lack of interest in individuals in performing physical activity. This research aims to develop a model of physical literacy in the culture of physical education in elementary schools, reviewed from the perspective of West Nusa Tenggara and the Special Region of Yogyakarta, Indonesia. The research method uses a mixed method with sequential exploratory strategies. The research procedure consists of three phases; Phase 1. Design of Physical Literacy; Phase 2. Expert Consensus (n=8); and Phase 3. Practitioners Assessment (n=12). The results of the study in Phase 1, which was analyzed qualitatively, produced three main themes, namely; (a) theoretical foundation, (b) construction of physical literacy, and (c) operationalization of physical literacy. In Phase 2 and 3, which were analyzed quantitatively, experts and practitioners reached a statement of agreement regarding the physical literacy model which was developed, with a percentage value of 86.01% (Phase 2) and 91.84% (Phase 3). These results show that the physical literacy model developed is in accordance with the culture of physical education in elementary schools, and can be implemented in the physical education learning process.

Highlights

Physical literacy is a term that is the subject of debate in several countries related to philosophical assumptions, concepts, definitions, and assessments in operationalizing physical literacy [1]
The design of physical literacy is a theoretical building on the concept of physical literacy that is adapted to the context of physical education learning in elementary school
The development of physical literacy models in the culture of physical education in elementary schools, can be concluded to have theoretical and practical success, because the validation results from experts show a percentage of value that exceeds the statement of agreement, namely 86.01% (Phase 2) and 91.84% (Phase 3)

Summary

Introduction

Physical literacy is a term that is the subject of debate in several countries related to philosophical assumptions, concepts, definitions, and assessments in operationalizing physical literacy [1]. In its rapid development, the formulation of the concept and definition of physical literacy that became the basis for the promotion and development of physical literacy, there are still differences in some countries [4] This situation can cause confusion from researchers in conducting scientific reviews and research, as well as confusion of physical education teachers in conducting implementation and assessment of physical literacy. Whitehead [10] described physical literacy as “motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”. This definition of physical literacy, has been used and adopted up to (70%) by most papers in scientific research and international organizations [11]. The Australian Sports Commission [13] emphasizes physical literacy as a lifelong holistic learning gained and applies in the context of movement and physical activity, by integrating physical, psychological, social and cognitive abilities

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Conclusion