Physical Literacy Development Research Articles

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Introduction: A gender-based disparity in physical activity (PA) among youth, whereby boys are more physically active than girls is a persistent finding in the literature. Underlying mechanisms explaining this difference are not well established and few intervention strategies take a gender centric approach to increasing PA in primary school aged children. The purpose of the present study, using a socio-ecological framework and a longitudinal design was to determine whether influences on PA are the same for boys and girls and whether these influences are sustained over time.

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

Physical literacy development in Australian youth: A current concern

What Is Physical Literacy, Really?

Physical literacy has become an increasingly influential concept in the past few decades, and is being woven into education, sport, and recreation policy and practice, particularly in Canada. The term is based on a metaphor that likens movement fluency to language literacy. Use of a metaphoric rather than a theoretical foundation has enabled various interpretations and re-definitions of the term. This article aims at an understanding of physical literacy that encompasses and reunifies the interpretations, helping physical literacy to be theoretically understood, practically researched, and instrumentally employed. The division of the holistic physical literacy concept into various interpretations is traced and the metaphoric basis of physical literacy is discussed. Through this analysis the unifying theme of communication is identified, and based on this a new definition of physical literacy is advanced and a model of physical literacy development is proposed. A series of questions that invite a multi-disciplinary approach to physical literacy research is presented.

The physically active lifestyle of Flemish secondary school teachers: A mixed-methods approach towards developing a physical activity intervention

Objective: The primary aim of this study was to describe and analyse the physical activity and sedentary levels of secondary school teachers in Flanders. A secondary aim was to collect information regarding a possible worksite intervention of special relevance to secondary school teachers. Design: Mixed-methods quantitative and qualitative enquiry. Setting: Secondary school teachers in Flanders. Method: An online survey was conducted consisting of the International Physical Activity Questionnaire, demographic information and teaching aspects. Additionally, four focus groups ( n = 27) took place. Results: Respondents reported an average of 137.2 ± 96.8 minutes/day of physical activity and an average sitting time of 4.6 ± 4.2 hours/day. Overall, 66% of Flemish teachers met the physical activity guidelines of at least 150 minutes of moderate to vigorous activity a week. Lower levels of activity were more prevalent among female teachers, teachers working in technical and general education and those teaching theoretical courses. In focus group discussions, two types of barriers were identified influencing teachers’ physical activity at school: organisational barriers such as planning and lack of accommodation, and individual barriers such as having other responsibilities. Conclusions: Interventions can be developed to target less active teachers. However, a classic worksite physical activity intervention during working hours is not suitable for most teachers. Promoting leisure-time activity and active commuting are more fitting components of an intervention for this target group. Actions at school should be achievable and unforced, supporting teachers’ development of physical literacy.