Physical education (PE) main goal is to develop physically literate individuals (SHAPE, 2013; Whitehead, 2010). Further research is needed to explore the contribution of PE for physical literacy (PL) (Whitehead, 2010) after... [ view full abstract ]
Physical education (PE) main goal is to develop physically literate individuals (SHAPE, 2013; Whitehead, 2010). Further research is needed to explore the contribution of PE for physical literacy (PL) (Whitehead, 2010) after leaving secondary school. Based on occupation socialization theory (Templin, 2014), this study sought to understand how beginner students enrolled in sport sciences courses (SCC) and other courses (OC) reflect on the contribution of PE for their PL.
A total of 62 SCC beginner students (Mean age=20.4±1.6 years) and 77 OC (psychology and social communication) beginner students (20.4±1.6 years) from one University answered to a questionnaire. Questions collected information in a Likert scale (1–‘totally disagree’ to 5–‘totally agree’) regarding PE contribution to the development of the standards of a physically literate person (SHAPE, 2013), to ‘the attitude/motivation/confidence to maintain PA throughout life’ (Whitehead, 2013), and self-reported physical activity (PA). Between groups comparisons of continuous variables were performed by ANCOVA, using sex as covariate.
SCC students presented significantly higher levels of PA, as well as agreement than OC students regarding the contribution of PE to: Demonstrate competency in a variety of motor skills (Mean SCC=4.0±0.2 vs. Mean OC=3.5±0.2); Demonstrate the knowledge and skills to achieve/maintain PA (4.3±0.2 vs. 3.5±0.1) and fitness (4.2±0.2 vs. 3.6±0.1); Exhibit responsible personal/social behaviour (4.0±0.2 vs. 3.6±0.1); Recognise the value of PA for health/enjoyment/social interaction (4.2±0.1 vs. 3.5±0.1); Develop the attitude/motivation/confidence to maintain PA throughout life (4.3±0. vs. 3.4±0.1). No differences were found regarding ‘Applying knowledge of concepts/principles/strategies/tactics related to movement/performance’ (4.1±0.1; vs. 3.6±0.1; p=0.057), possibly because teachers emphasise more PA and physical fitness components than knowledge.
In conclusion, the differences between two groups suggest that when PE is perceived to contribute to PL young adults present more active lifestyles and might choose to develop their knowledge for PE and PA by entering into SCC.
• Innovative perspectives on physical education, physical activity, health and wellbeing a
