Physical literacy

General

The concept of physical literacy has been developed over many years. It is seen, by a growing number of people, as the goal of the school subject, physical education. However, whilst this is extremely relevant, it is important to recognise that physical literacy is not restricted to the school years – it is relevant throughout the lifecourse. In this respect, six phases of physical literacy have been identified: infancy, childhood, adolescence, young adulthood, adulthood and older adulthood.

Over the past few years there has been considerable interest, world-wide, in the concept of physical literacy. In Great Britain, a number of local authorities have adopted it as an overall guiding principle for their work in school-based physical education. In countries such as Northern Ireland and Canada, physical literacy has been the focus for considerable rethinking in respect of children’s physical development and has consequently been the inspiration behind the development of new programmes. In India this principle has been adapted by Sportism^TM for training the Indian kids on the basis of Physical literacy concepts.

However, there have been a number of interpretations of the concept that have moved away from the central tenets of physical literacy. For example, in some instances physical literacy has been the name given to a programme of fundamental movement skills, implying that the concept is solely about the acquisition of physical competence. Other interpretations have focused on knowledge and understanding, particularly in the games context. Both these scenarios include elements of physical literacy, but do not represent the whole story.

Attributes

A physically literate individual will display the following attributes:

Philosophical framework

Physical literacy is founded on a strong philosophical platform, namely a belief in monism and a rejection of dualism. The principle that our body is as significant to life as our intellect is central to the concept of physical literacy. This is very much in line with current research which sees our embodied dimension as integral to who we are and all we do, in no way being merely a servant of our intellect. Thus at the heart of physical literacy is a commitment to the holistic nature of the individual. Furthermore, physical literacy relies heavily on an understanding of both existentialism and phenomenology. Fundamental to existentialist belief is that individuals create themselves as they live in and interact with the world. Phenomenologists understand that every individual will perceive the world from the unique perspective of their previous experience. These tenets are the platform on which physical literacy is built.

Canada

Physical literacy is the mastering of fundamental movement skills and fundamental sport skills that permit a child to read their environment and make appropriate decisions, allowing them to move confidently and with control in a wide range of physical activity situations. It is the foundation of long-term participation and performance to the best of one’s ability. Physical Literacy is the cornerstone of both participation and excellence in physical activity and sport. Ideally, physical literacy is developed prior to the adolescent growth spurt.

Fundamental Movement Skills and Fundamental Sport Skills

To become physically literate children need to master the 13 fundamental movement skills:

The Locomotor and Body Skills:

The Sending Skills

The Receiving Skills

Each skill will involve a series of developmental stages that the child will go through in order to master that particular skill. Fundamental Sport Skills involve using Fundamental Movement Skills in a sport specific setting (i.e. a child can kick a ball, this is a Fundamental Movement Skill; when she kicks a penalty kick in a soccer game, she has used this skill as a Fundamental Sport Skill, the skill of kicking a penalty kick).

The Four Environments

To develop physical literacy children should learn fundamental movement skills and fundamental sport skills in each of the four basic environments:

1. On the ground: as the basis for most games, sport, dance and physical activities
2. In the water: as the basis for all aquatic activities
3. On snow and ice: as the basis for all winter sliding activities
4. In the air: basis for gymnastics, diving and other aerial activities