Physical Literacy Praxis: A case study in an urban high school

According to Whitehead (2016), physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.... [ view full abstract ]

According to Whitehead (2016), physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. Whitehead’s definition is important in understanding how the construct of physical literacy is likely to surface as a result of students’ learning experiences throughout their years of formal educational instruction. Researchers from across the globe have deconstructed physical literacy to varying degrees, and have provided a plethora of considerations for practicing educators and policy makers. These considerations have resulted in rich discourse at various levels of education across Canada, but questions remain around effective implementation and teacher practice. The purpose of this case study was to explore the efficacy of an evidence-based model for implementation of physical literacy in the school setting.  Rather than seeking a definitive answer to one leading question, this study examined how a constructed, evidence-based implementation model of the theoretical framework of physical literacy works in practice. Case study enables the inclusion of many different types of information as data – each with its own rationale and purpose (Stake, 1995 & Yin 2009), including interviews, observations, and various documents, including lesson and year plans.  Research was conducted in a large urban high school with a high immigrant population.  The scope of the research consisted of three Grade 10 teachers each teaching very different physical education classes (‘regular’, ‘active living’ & ‘sports focused’). The participating teachers, with guidance and support from the researchers, implemented the proposed model of physical literacy in their classes consistently throughout the term. Teachers in the study each applied the model differently and also provided feedback to improve the design. The study has implications for both practical applications and rationale of what has become a popular, but at times contentious, theory.