SPORTS LITERACY AS AN INITIATORY RITE OF SOCIO-CULTURAL HABITUS

Abstract

The concept of Physical Literacy (PL) can be viewed as a compelling approach to shedding new light on motor and sports activities, particularly if one interprets the term "literacy" as an explicit reference to the communicative dimensions that accompany the functional and practical aspects inherent in physical activities. From this perspective, Motor Praxeology may contribute meaningfully to discussions on the importance of sustaining a physically active lifestyle and fostering an awareness that enables individuals to move and act both consciously and creatively—objectives at the heart of PL (Whitehead, 2013).

Motor Praxeology offers frameworks that interpret motor activities as phenomena akin to initiation rites. From this perspective, the formative significance of games and sports lies in their role of socializing participants into the norms and values of their sociocultural context, a process masterfully illustrated by Geertz (1973) through his concept of Deep Play. To fully understand this process within the context of PL (PL), it is essential to consider another key concept: habitus (Bourdieu, 1980). In brief, habitus refers to the enduring incorporation of practices, ways of speaking, moving, and other embodied behaviours that profoundly shape individuals’ thoughts and feelings. Building on this foundation, this article seeks to contribute to the collective development of a cultural, scientific, and methodological model for teaching physical education and sports, both in schools and sports clubs across our Country.