FOSTERING PHYSICAL LITERACY AT SCHOOL: A FEASIBLE PEDAGOGICAL MODEL IN PHYSICAL EUCATION

Sergio Bellantonio

Abstract


Physical literacy is a fundamental human skill that can be educationally learned and that includes the motivation, confidence, physical competence, knowledge and understanding that determine the practice of physical activities over time. It is a fundamental human capability at the basis of a correct individual lifestyle and, therefore, it needs a promotion even in formal learning contexts, first and foremost the school. How can physical education promote and support this learned competence over time, in order to educate active and proactive subjects in the environment? The paper therefore intends to decline physical literacy as a factor at the basis of a contemporary capability, through possible pedagogical scenarios in support of a well-rounded human education.


Keywords


Physical Literacy; Physical Education; Pedagogy; Capability

Full Text:

PDF (Italiano)

References


Almond L. (2013). Physical Literacy and Fundamental Movement Skills: An Introductory Critique. Journal of Sport Science and Physical Education, 65: 80-88. DOI: http://dx.doi.org/10.1123/jtpe.2014-0209.

Barton, H., & Grant, M. (2006). A Health Map for the Local Human Habitat. Journal of the Royal Society for the Promotion of Public Health, 126(6), 252-261. DOI: http://dx.doi.org/10.1177/1466424006070466.

Beets, M.W., Okely A., Weaver, R.G., Webster, C., Lubans, D., Brusseau, T., Carson, R., & Cliff, D.P. (2016). The Theory of Expanded, Extended, and Enhanced Oppor- tunities for Youth Physical Activity Promotion. International Journal of Behavioral Nutrition and Physical Activity, 13(120). DOI: https://doi.org/10.1186/s12966-016-0442-2.

Bellantonio S. (2014). Sport e adolescenza. L’educazione come promozione delle risorse. Milano: FrancoAngeli.

Bellantonio S. (2016). Embodiment e pedagogia. Lo sport come dispositivo di educazione corporea. In A. Cunti (ed.), Sfide dei corpi. Identità Corporeità Educazione (pp. 171-183). Milano: FrancoAngeli.

Caput-Jogunica R., Lončariž D., De Privitellio S. (2009). Extracurricular Sports Activities in Preschool Children: Impact on Motor Achievements and Physical Literacy. Croatian Sports Medicine Journal, 24(2): 82-88.

Carraro A. (2012). Valutare il piacere nelle attività motorie: il PACES-it. Giornale Italiano della Ricerca Educativa, 5: 259-265. DOI: https://ojs.pensamultimedia.it/index.php/sird/article/view/254.

Colella D. (2018). Physical Literacy e Stili d’insegnamento. Ri-orientare l’educazione fisica a scuola. Formazione & Insegnamento, 16(1): 33-41. DOI: https://ojs.pensamultimedia.it/index.php/siref/article/view/2759.

Cunti A. (2016). Sfide dei corpi. Identità Corporeità Educazione. Milano: Franco-Angeli.

Deci E., Ryan R. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.

Dudley D., Cairney J., Wainwright N., Kriellaars D., Mitchell D. (2017). Critical Considerations for Physical Literacy Policy in Public Health, Recreation, Sport, and Education Agencies. Quest, 69(4): 436-452. DOI: https://doi.org/10.1080/00336297.2016.1268967.

Edwards L.C., Bryant A.S., Keegan R.J., Morgan K., Jones A.M. (2017). Definitions, Foundations and Associations of Physical Literacy: A Systematic Re- view. Sports Medicine, 47(1): 113-126. DOI: https://doi.org/10.1007/s40279-016-0560-7.

European Commission, EACEA, Eurydice (2013). Educazione fisica e sport a scuola in Europa. Rapporto Eurydice. Lussemburgo: Ufficio delle Pubblicazioni del- l’Unione Europea. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/150IT.pdf.

Hardman K., Murphy C., Routen A., Tones S. (2014). World-Wide Survey of School Physical Education. Final Report 2013. Paris: UNESCO http://unesdoc.unesco.org/images/0022/002293/229335e.pdf.

Isidori E. (2017). Pedagogia e sport. La dimensione epistemologica ed etico-sociale. Milano: FrancoAngeli.

Keegan R.J., Keegan S.L., Daley S., Ordway C., Edwards A. (2013). Getting Au- stralia Moving: Establishing a Physically Literate & Active Nation (Game Plan). Canberra: University of Canberra.

Lave, J., Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge: Cambridge University Press.

Liebenson C. (2009). Training for Speed. Journal of Bodywork and Movement Therapies, 13(4): 362-363. DOI: https://doi.org/10.1016/j.jbmt.2009.07.001.

Lonsdale C., Richard R., Rosencranz L.R., Peralta A.B., Fahey P., Lubans D.R. (2013). A Systematic Review and Meta-Analysis of Interventions Designed to Increase Moderate-to-Vigorous Physical Activity in School Physical Education Lessons. Preventive Medicine, 56(2): 152-161. DOI: http://www.sciencedirect.com/science/article/pii/S0091743512006068.

Lundvall S. (2015). Physical Literacy in the Field of Physical Education. A Challenge and a Possibility. Journal of Sport and Health Science, 4(2): 113-118. DOI: https://doi.org/10.1016/j.jshs.2015.02.001.

Messing, S., Rütten, A., Abu-Omar, K., Ungerer-Röhrich, U., Goodwin, L., Burlacu, I, & Gediga, G. (2019). How Can Physical Activity Be Promoted Among Children and Adolescents? A Systematic Review of Reviews Across Settings. Frontieres in Public Health, 7(55), 1-15. DOI: https://doi.org/10.3389/fpubh.2019.00055.

Morrison R. (1969). A Movement Approach to Educational Gymnastics. London: J.M. Dent & Sons.

Mosston, M., & Ashworth, S. (2002). Teaching Physical Education (5th Ed.). San Francisco: Benjamin Cummings.

Nicolosi S. (2015). Strategie didattiche per l’educazione motoria. Milano: FrancoAngeli.

Nussbaum M.C. (1997). Cultivating Humanity: A Classical Defence of Reform in Liberal Education. Cambridge: Harvard University Press.

Pot N. & van Hilvoorde I. (2013). A Critical Consideration of the use of Physical Literacy in the Netherlands. Journal of Sport Science and Physical Education, 65: 312-319. file:///Pot N. & van Hilvoorde I. (2013). A Critical Consideration of the use of Physical Literacy in the Netherlands. Journal of Sport Science and Physical Education, 65/ 312-319.

Sen A. (1999). Development as Freedom. New York: Knopf .

Stone E.J., McKanzie T.L., Welk G.J., &Booth M.L., Effects of Physical Activity Interventions in Youth. Review and Synthesis. American Journal of Preventive Medicine, 15(4): 298-315. DOI: https://psycnet.apa.org/doi/10.1016/S0749-3797(98)00082-8.

Telama, R., Yang, X., Leskinen, E., Kankaanpää, A., Hirvensalo, M., Tammelin, T., Viikari, J.S., Raitakari, O.T. (2014). Tracking of Physical Activity from Early Childhood through Youth into Adulthood. Medicine and Science in Sports and Ex- ercise, 46(5), 955-962. DOI: http://dx.doi.org/10.1249/MSS.0000000000000181.

UNESCO (1978). International Charter of Physical Education and Sport (Adopted by the General Conference at its Twentieth session, Paris, 21 November 1978). Paris. http://www.unesco.org/education/pdf/SPORT_E.PDF.

UNESCO (2004). The Plurality of Literacy and its Implications for Policies and Programmes (Position Paper). Paris https://unesdoc.unesco.org/ark:/48223/pf- 0000135164.

UNESCO (2015). Carta Internazionale per l’educazione fisica, l’attività fisica e lo sport. Paris http://unesdoc.unesco.org/images/0023/002354/235409ITA.pdf.

Whitehead M. (2010). Physical Literacy: Throughout the Lifecourse. Oxon: Routledge.

Whitehead M. (2013). Definition of Physical Literacy and Clarification of Related. Journal of Sport Science and Physical Education, 65: 29-34. https://www.icsspe.org/sites/default/files/bulletin65_0.pdf.




DOI: https://doi.org/10.32043/gsd.v6i1s.473

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296