Physical Literacy across the World

Margaret Whitehead, Margaret Whitehead

• Publisher: Routledge
• Year: 2019
• ISBN:
  9781351334129
• Edition: 1
• Topic: Education
• Subtopic: Physical Education

Physical Literacy across the World records the progress of the concept of physical literacy over the last decade. It examines developments, issues and controversies in physical literacy studies, and looks at how the concept has been implemented around the world.

Contributions from practitioners and researchers across the world tell unique stories of the way physical literacy is changing perceptions of physical activity through research and the generation of scholarly writing, the creation of new national and local policies, and the development of partnerships with a range of professions. The book argues that physical literacy has value beyond formal education, such as in occupational and recreational settings, as well as for early years children and older people, and shows how life story methods can explain our physical literacy journeys. At root, it sets out a case for the significance and value of physical literacy as making a notable contribution to human flourishing.

This is important reading for anyone with an interest in physical activity, health and well-being, sport studies, physical education, or the philosophy related to physical activity.

PART I

Physical literacy moving forward

1

OVERVIEW AND RECENT DEVELOPMENTS IN PHYSICAL LITERACY

Margaret Whitehead

It is a privilege to edit a second book on physical literacy. It is also a very welcome opportunity to bring readers up to date with the development of the concept and to clarify a range of issues. It also allows readers to learn about the spread of the concept worldwide.

Physical Literacy throughout the Lifecourse was published in 2010, and was the outcome of over 10 years of study, presentations across the world and extended dialogue with many in the field of physical activity. The goals of this publication were threefold. First, to explain the nature and background to the concept, particularly from a philosophical point of view. Second, to enable a distinguished group of writers to share their views on the credibility of the concept from their perspective in different fields. And finally, the publication outlined the implications of adopting physical literacy as a goal of physical education. While Physical Literacy throughout the Lifecourse was predominantly UK-focused and school-based, the book stimulated debate both internationally and from those involved in promoting physical activity throughout the lifecourse. The book has played a key role in challenging colleagues to re-evaluate the place of physical activity in life and to debate how best to engage participants in such a way that the wide-ranging potential benefits of participation can be realised. Such has been the interest in the concept that this publication is needed not only to share developments, but also to review the fundamental nature of physical literacy.

Building on the philosophy of the 2010 publication, this new book aims to argue that the concept of physical literacy is well founded philosophically and in tune with the nature of human being, thus making it pertinent to everyone – of whatever age and wherever they live. However, at the same time, it will be suggested that it is robust enough to accommodate interpretations that reflect different cultures across the world. These aims have influenced the content of Physical Literacy across the World. Broadly, Part I reviews developments and issues in respect of physical literacy, and considers the value and implications of committing to work within the parameters of this concept. Part II comprises chapters from eight different countries, each of which tells a particular story of how the concept has been taken up and developed. Part III builds from the background of Parts I and II, and proposes both that physical literacy can play a significant role in an individual’s life and that it can make an important contribution to human flourishing.

While the intent and the content of the two books are distinctive, they also differ from each other in their overall nature. The 2010 publication was an introduction to and explanation of the concept of physical literacy, while the 2019 publication can be seen as a resource. There are three sources of information to be found via this publication: first, the text itself; second, the material referred to on the Web; and finally, the wide range of post 2010 publications identified.

One of the major developments in physical literacy has been the founding of the International Physical Literacy Association. This was created as a result of colleague pressure and became a recognised charity in 2014. The mission of the Association is: ‘To enable everyone everywhere to understand and embrace physical activity as an integral part of life by developing a culture that values and promotes physical literacy’ (IPLA, 2019). Expressed briefly, the Association advocates ‘choosing physical activity for life’. The Association identifies eight objectives (see www.physical-literacy.org.uk), which include: promoting the value of physical literacy worldwide; preserving the integrity of physical literacy; providing a forum to discuss and disseminate research, policy and practice relating to all aspects of physical literacy; and coordinating a global community committed to physical literacy.

Since its foundation, the Association has run a number of conferences, workshops, forums and seminars in the UK, and now has plans to organise gatherings further afield in the future. All these afore mentioned events have been attended by colleagues from across the world, and one conference was jointly organised with colleagues from the field of medicine. These events, as well as the IPLA website, have generated interest across the world. Key international players have contributed the chapters in Part II. Recently, new contacts have been made with South Korea, Japan, China, Taiwan, Malta, Singapore and Iran. In addition, over the last two years, members have presented at conferences and courses in many countries, including Luxembourg (UNESCO), Vienna (International Schools), Canada (Sport for Life), India, Greece, Jersey, Brazil, the Isle of Man, Ireland and Scotland. In addition, in 2013, the International Council of Sport Science and Physical Education (ICSSPE) asked colleagues to draw up an edition of their Bulletin. The Bulletin comprises 48 short papers covering a wide range of aspects of physical literacy, including a number written by colleagues from across the world. More recently, the IPLA has produced a short video, ‘Active for Life’, created a range of draft guidance material, and in 2018 worked with the editor of the Journal of Teaching in Physical Education to produce a special issue on physical literacy (IPLA, 2018). It is also good to report that Sport England has included reference to physical literacy in a recent paper (2019) and that Physical Literacy throughout the Lifecourse has been translated into Persian and Portuguese.

Content of Physical Literacy across the World

Space does not allow material from the first publication to be repeated; however, much of Part I in this new publication will refer back to the previous book, and readers are advised to be familiar with the earlier text to understand and position new thinking and developments. The intention is to move on from earlier work, highlighting specific key areas of discussion that have arisen through initiatives led by the IPLA and extensive worldwide consideration and debate. Such is the growing number of publications pertinent to PL that readers are advised to follow up the recommended texts as there is not room in this book to look in depth at many of these.

Physical Literacy across the World is divided into three parts. Part I is entitled ‘Physical literacy moving forward’. Part II has a worldwide focus, and is entitled ‘International perspectives on physical literacy’. Part III looks broadly at physical literacy in the context of human life, and is entitled ‘Physical literacy: establishing significance and looking ahead’.

Part I has six chapters. Chapter 1, ‘Overview and recent developments in physical literacy’, updates readers on developments since the publication in 2010 of Physical Literacy throughout the Lifecourse (Whitehead, 2010) and outlines the content of physical literacy across the world. Chapter 2, ‘Definition of physical literacy: developments and issues’, sets out the subtle changes in the definition and the attributes. Alternative definitions used around the world are considered briefly. The chapter also addresses a concern that philosophy is not mentioned in the definition, and the wisdom of using the notion of ‘literacy’ alongside the term ‘physical’. Chapter 3, ‘Aspects of physical literacy: clarification and discussion with particular reference to the physical domain’, covers the assumptions that have arisen around some of the domains referred to in the definition. Significant here is the place of fundamental movement skills within the physical domain. Other contentious areas are also addressed, such as the relevance of physical literacy to all and the relationship between physical literacy and physical education. Chapter 4, ‘In support of physical literacy throughout life’, outlines the value of physical literacy from a philosophical perspective and from a social justice standpoint. This is followed by a debate on physical literacy as an end in itself and as a means to achieve extrinsic ends. The chapter closes with a brief survey of the value of physical literacy to different groups of people. Chapter 5, ‘What does physical literacy look like? Overarching principles and specific descriptions’, surveys the implications of adopting physical literacy as an aspiration in promoting and participating in physical activity. Central here to maintain authentic practice is a commitment to the philosophy underpinning the concept. General principles of this adherence are set out, and these are followed by more detailed recommendations for practitioners working with different groups of participants across the lifespan. Chapter 6, ‘Charting the physical literacy journey’, sets out the current IPLA recommendations and then includes short pieces from Canada, the United States and Australia where instruments have been or are being devised.

Part II comprises eight chapters written by colleagues who have played a central role in developing physical literacy in their country. These are presented in alphabetical order of the countries included. The spread of constituencies in which these colleagues are based demonstrates the breadth of relevance of the concept. For example, initial interest in Canada came from an independent body, Canada Sport 4 All (CS4A), while the initial drive in Australia was created by a partnership between the national government and the university sector. Adoption of the concept of physical literacy in both New Zealand and Wales came through work in sports organisations, and adoption in a region of Scotland developed from interest shown by a local government authority. Each of the key individuals in continental Europe, the United States and India have a particular background, and thus a unique starting point in spreading the concept. In continental Europe, academics in the university sector have been particularly active, with research taking a high profile. Work in the United States burgeoned from investigations by the National Physical Education Association, and in India a national sports star was instrumental in alerting his country to the value of the concept of physical literacy for all. Each chapter tells a unique story of the debate surrounding the introduction and operationalisation of the notion of physical literacy. All have met both enthusiastic acceptance and scepticism. All have worked, and are working, tirelessly to spread the concept to a wide range of constituencies, such as those involved in working with children in the early years, participants with disabilities, the medical profession, and those caring for the elderly. Their reflections are revealing and their ambitions impressive.

Part III focuses on the value of physical literacy both from the perspective of the life patterns of individuals and in respect of enhancing human flourishing. Chapter 17, ‘Physical literacy as a journey’, discusses the value of seeing physical literacy as a journey. Using some examples of journeys from across the world, the chapter considers what can be learnt from looking at physical literacy as a journey. Chapters 18 and 19 discuss the place of physical literacy in respect of its contribution to human flourishing. The former, ‘Human flourishing and physical literacy’, considers the philosophical background to human flourishing and physical literacy, and then compares the two dispositions in respect of their constituents and characteristics. The latter, ‘Human flourishing, human nature and physical literacy’, looks at human flourishing and human needs. The question is raised as to how far physical literacy can be seen as an essential feature of human nature. Key considerations here relate to human needs and human potential and resources. Chapter 20, ‘The significance of physical literacy in human life, conclusions and the way ahead’, looks back on what has been learnt from looking widely and deeply at the notion of physical literacy across the world and speculates on the opport...