Exploring the Notion of Literacy within Physical Literacy: A Discussion Paper

The concept of physical literacy is continuing to gain traction internationally. This increasing interest has also given rise to concerns about the use, interpretation and meaning of the term ‘literacy’ within the context of physical literacy. This paper explores the development of the terms literate, illiterate, literacy and illiteracy identifying their historical origin and contemporary meaning. This provides the backdrop to explore the use of the term literacy within the context of physical literacy. In the final part of this introductory section the recent popularity of the literacies movement is explored. Our discussion identifies key intersections and areas of tension associated with the use, interpretation and meaning of literacy in the context of physical literacy. We adopt Whitehead’s philosophy of physical literacy and discussion is informed further by Derrida’s notion of differance, and Barad’s challenge to singular representations of concepts. Key discussion topics include: discourse, language and interpretations of literacy; in/tangibility of literacy; capturing literacy; literacy as a process or a product; connotations of the terms literate and illiterate; neoliberalism and literacy and finally literacy as learning. We believe that when understood as the productive and meaningful interaction with/in/through the world, literacy is still the appropriate term within the context of physical literacy. Our discussion leads us to conclude that as embodied individuals, physical literacy is often the literacy through which other literacies have to pass. Through physical activity individuals can not only nurture their own physical literacy but also contribute towards a global or holistic literacy that helps us navigate, connect and make sense of ourselves, others and the world around us. However, the paper acknowledges that this meaning is not always grasped with the historical understanding of literacy as well as it’s translations into other languages presenting challenges in articulating the intended use, meaning and connotations of the contemporary understanding of physical literacy

The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

This article discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience, and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential, and phenomenological philosophical schools of thought

Stakeholder Perceptions of Physical Literacy Assessment in Primary School Children

Background: UNESCO (2015) highlighted the importance of developing physical literacy (PL) from childhood, although it remains unclear how best to evidence an individual’s PL journey. The aim of this study was to explore key stakeholders’ views of current practice, future directions and effective implementation of PL assessment, with a view to informing the development of a rigorous, authentic, and feasible PL assessment. Methods: Purposive samples of children aged between 6-7 years (n=39), 10-11 years (n=57), primary school teachers (n=23) and self-defined experts with an interest in PL (academics n=13, practitioners n=8) were recruited to take part in a series of concurrent semi-structured focus groups. Each group included a maximum of six participants, lasted on average 40 (30- 90) minutes were audio recorded and transcribed verbatim. Data was analysed using deductive and inductive thematic analysis and key themes were represented by pen profiles. Results: Higher order themes of: i) existing assessments, ii) demand for PL assessment, iii) acceptability of PL assessment, and iv) factors related to implementation of PL assessments were identified. All stakeholders viewed the assessment of PL as important, but in line with well-established barriers within physical education (PE), assessment was not a priority in many schools, resulting in a variability in existing practice. No assessment of the affective and cognitive domains of PL was reported to be in use at participating schools. All stakeholder groups recognised the potential benefits of using technology within the assessment process. Children recognised that teachers were constantly making judgements to help them improve, and agreed that assessment could help record this, and that assessment should be differentiated for each child. Teachers widely reported that future assessment should be time-efficient, simple and useful. Conclusion: Study findings revealed a demonstrable need for a feasible PL assessment that could be effectively used in schools. To our knowledge, this is the first attempt to involve these stakeholders, and triangulate data, to inform future PL assessment and practice. Findings provide an evidence base to inform the onward development of a conceptually aligned PL assessment tool, suitable for use in schools. In turn, this will enable robust, empirical evidence to be collated, to evidence theory, and inform practice and policy

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD4201706221

Parasite spread at the domestic animal - wildlife interface: anthropogenic habitat use, phylogeny and body mass drive risk of cat and dog flea (Ctenocephalides spp.) infestation in wild mammals

Spillover of parasites at the domestic animal - wildlife interface is a pervasive threat to animal health. Cat and dog fleas (Ctenocephalides felis and C. canis) are among the world's most invasive and economically important ectoparasites. Although both species are presumed to infest a diversity of host species across the globe, knowledge on their distributions in wildlife is poor. We built a global dataset of wild mammal host associations for cat and dog fleas, and used Bayesian hierarchical models to identify traits that predict wildlife infestation probability. We complemented this by calculating functional-phylogenetic host specificity to assess whether fleas are restricted to hosts with similar evolutionary histories, diet or habitat niches.Over 130 wildlife species have been found to harbour cat fleas, representing nearly 20% of all mammal species sampled for fleas. Phylogenetic models indicate cat fleas are capable of infesting a broad diversity of wild mammal species through ecological fitting. Those that use anthropogenic habitats are at highest risk. Dog fleas, by contrast, have been recorded in 31 mammal species that are primarily restricted to certain phylogenetic clades, including canids, felids and murids. Both flea species are commonly reported infesting mammals that are feral (free-roaming cats and dogs) or introduced (red foxes, black rats and brown rats), suggesting the breakdown of barriers between wildlife and invasive reservoir species will increase spillover at the domestic animal - wildlife interface.Our empirical evidence shows that cat fleas are incredibly host-generalist, likely exhibiting a host range that is among the broadest of all ectoparasites. Reducing wild species' contact rates with domestic animals across natural and anthropogenic habitats, together with mitigating impacts of invasive reservoir hosts, will be crucial for reducing invasive flea infestations in wild mammals

From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”

Research question: This paper explores the recollections of twelve women’s physical education experiences in England, and the impact of this on their future footballing opportunities; six of whom went on to become semi-professional footballers and six whom did not continue in football post school life. Research methods: The age range of participants in the qualitative study was from 18 to 37 years. These themes were addressed using Bourdieu’s sensitising notions of symbolic violence and collective expectations. Furthermore, the study embeds itself within the broad critical feminist writings of Judith Butler and the theory of gender performativity. Results and findings: Following the data collection, reflexive thematic analysis identified limiting narratives of success, sexism, and the significant role that gender played within footballing environments. The study identified key themes around gendered experiences of PE, school sport and community pathways in the context of girls’ and women’s football. Implications: The recommendations suggest the promotion of a more inclusive landscape for women and girls’ participation in football, and physical education more broadly, is required if we wish to improve women and girls experiences within the sport

Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience

The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen teachers (secondary n = 8, primary n = 7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklets, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data were analysed using inductive thematic analysis. This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself

Evaluating the implementation of curriculum reform: the perspectives of Welsh teachers navigating the new health and wellbeing area of learning experience

The Curriculum for Wales became statutory for Welsh schools in September 2022. This study aimed to gather insight from Welsh teachers embedding the New Curriculum for Wales within their context, with a specific focus on the implementation of the Health and Wellbeing (HWB) Area of Learning and Experience (AoLE). Participants included fifteen teachers (secondary n=8, primary n=7), currently teaching in Wales, who had been involved in the curriculum design of the HWB AoLE within their context. This research utilised a novel research design combining both research insight and professional learning within an innovative workshop design. A qualitative case study approach was used with multiple data entry points (work booklet, audio recordings, workshop tasks, online evaluation form) during a one-day workshop event. The case study was underpinned by a modified appreciative inquiry approach. The data was analysed using inductive thematic analysis. This study was successful in gathering insight from Welsh teachers. Reflecting upon the implementation of the new Curriculum for Wales has useful implications for other countries worldwide that are considering curriculum reform. This research recommends that the implementation of pedagogical and curricular change be taken as seriously as the new curriculum content itself

Physical Literacy and Intentionality: Embodied Beckoning

The purpose of this article is to explore the interconnectedness between physical literacy, intentionality and the notion of embodied beckoning. We coin the term ‘embodied beckoning’ to explain our innate transactional relationship and desire as human beings to explore the world through movement, and how the environment also calls us to move. We draw upon a range of perspectives including post-humanism, social-materialism, and Deleuzian theory and explore how these paradigms may enable us to continue to blur the lines between mind and body, self and environment, and view human embodiment, interaction, and intentionality more holistically