Physical Literacy From Philosophy to Practice

By N. Pot, M. Whitehead, E. Durden-Myers. Journal of teaching in physical education, 2018

104 citations recorded by the source corpus.

This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centered and provide situations in which learners can discover and develop their individual potential to stay motivated, confident, and competent for engagement in physical activities for life.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/347a08f0d10e8584d4bdeb3161bb3b2a8344f873

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In Physical Therapy, Sports Therapy and Rehabilitation

1. E. Durden-Myers
2. N. Pot
3. N. Green
4. M. Whitehead

In Social Psychology

1. E. Durden-Myers
2. M. Whitehead
3. N. Pot

In Sociology and Political Science

1. E. Durden-Myers
2. N. Pot
3. N. Green
4. M. Whitehead

Citations in the corpus

• The Value of Fostering Physical Literacy (2018, background): “As explained in the first article of this special issue, Physical Literacy From Philosophy to Practice (Pot et al., 2018), this attitude is a direct result of the presumption of dualism, in the context of which the embodied dimension has little intrinsic value.”
• Implications for Promoting Physical Literacy (2018, background): “Second, FMS are often presented as closed skills that are replicated in context.”