Student responses to physically literate adult role models

Abstract

Introduction Adolescents find the motivation and confidence to work toward becoming physically literate as they observe and interact with others who they perceive as physically literate [1] . A physically active person who moves competently and confidently provides a role model of physical literacy. Physical educators want to be influential in the lives of young people and to be a physically active role model [2] . Pupil activity was found to be influenced by the active lifestyle of the teacher [3] . The objective of this study was to identify who adolescents recognize as a physically active adult role model that might provide the motivation and added confidence needed to become physically literate themselves. Methods One hundred four grade 8 and 9 pupils were asked to identify physically active role models on three different occasions. First: before pupils were taught by one of three different university physical education pre-service teachers (baseline). Second: after being taught by an active pre-service teacher for four weeks (active phase). Third: after being taught by the same pre-service teacher who was not active for four weeks (spectator phase). Data was analyzed by counting the identified role models and indicating the top five role models. Results Parents, family members, friends, coaches and physical education teachers were identified as active role models. There were fewer instances of coaches and physical education teachers as active role models than the others during all three phases. There were more instances of physical education teachers as an active role model after the active phase than the spectator phase or at baseline. Conclusions Physically active teachers may be recognized by their pupils as role models of physical literacy and can encourage their pupils to become physically literate when they move competently and confidently along-side their pupils.