Physical Literacy In Physical Education

1381 Words 6 Pages
1.0 Introduction
The quality of physical education (PE) programs in primary schools over the past two decades has been examined in the literature because of the difficulties classroom teachers experience when teaching PE. This Literature Review will look at the effectiveness of Physical Literacy (PL) and subsequently its relationship with the Long-Term Athlete Development model (LTAD). Since sedentary behaviour has been identified as the fourth leading risk factor for global mortality, promoting physical activity engagement across the lifespan is a priority (WHO, 2014). The present belief is that physical literacy may have broader representation and greater focus on self-sufficiency, thus maximising student potential beyond the characterisation
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Criticisms suggesting that the concept is being deployed to gain equal status for physical education alongside 'literacy ' and 'numeracy ' are not accepted. The notion of physical literacy is legitimate in its own right, as it is a concept that was devised before the terms literacy and numeracy became almost 'catch words ' in English education (Whitehead, 2006).
Speednet (2000) “claims that more than half a million hours of physical education have been lost in primary schools to make way for literacy and numeracy work” (p.19). Issues such as lost time and also the rise in obesity led to government interest in PE. Therefore, to promote regular physical activity amongst children, the Government Department for Education (2013) announced funding of £150 million per annum for academic years 2013-2014 and 2014-2015 to improve the level of physical education and sport in English primary schools, funding was then extended until 2020, highlighting that the government view PE as a valuable amenity and an acknowledgment teachers play an important role in the students '
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"The goal of PE is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity" (AAHPERD, 2013). Physical literacy is specifically based on the notion that each individual will maximise their potential and that there is no one set standard for all (Castelli, 2015). The idea that each child is individually assessed and subsequently compared to their previous accomplishments (positive or negative) is one of the benefits and possibly one of the flaws of physical literacy, direct comparisons can be made to chart the progression in each student, however, in a subject in which teachers’ class PE as simply "rolling out the ball" (Hutchinson, 1993, p.347) maybe these assessment measures are

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