The Importance Of Physical Literacy

*Physical development: At the ages of 3 and 4, a child will learn to jump, tiptoe, go up and down stairs, catch, climb and throw, paint, thread beads, use scissors, draw people and houses.

Physical literacy is defined as, “‘the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.’ The International Physical Literacy Association, May 2014” (“Physical Literacy”, 2017). Another understanding of physical literacy is, it is “the cornerstone of both participation and excellence in physical activity and sport.

Glenn Amezdroz, Sue Dickens, Geoff Hosford, Tania Stewart, Damien Davis, Senior Physical Education Third Edition, Malaysia, Macmillan Education Publishers, 2012 Page 222, 229, 232-262.

The goal of this topic of “What is education in Physical education” is to try and explain what physical educators are actually teaching students. For this project, we are focusing on cognitive and affective learning styles within physical education. The article Kyla looked at was “The Importance of the Affective Domain in the Education of Physical Educators.” The purpose of her article was to look at the importance of affective goals and objectives related to the training of future physical educators (Woodford, 1979). The affective domain looks at attitudes, feelings, interests and values of the learned. It is best viewed as the way a person feels rather then how they think (Woodford, 1979). The goal for physical educators should be to cover all areas of learning, which helps adjust a person’s value of physical education (Woodford, 1979).

Since traditional education means attending ‘face-to-face’ classes held at schools, we need to head there physically. One of the things that make it great is because it promotes our physical needs such as by simply walking, looking for transportations, going upstairs, and following proper postures. It includes physical education where we don’t only discover

Fundamental Movement Skills (FMS) are “essential for all physical activities and when developed in school years are often maintained in later life” (Board of Studies Teaching and Educational

Physical education is a vital part of education in schools and has changed significantly over many years and generations to become what it has now from the 1992 curriculum (Accessed at http://www.legislation.gov.uk/uksi/1992/603/contents/made. Last accessed 13/03/2011) to the newly introduced 2008 curriculum. It has changed in many ways

“The development of children ages 12 through 18 years old should include expected physical and mental milestones. During adolescence, children develop the ability to: Understand abstract ideas. These include grasping higher math concepts, and developing moral philosophies, including rights and privileges; and Move toward a more mature sense of themselves and their

Health and Physical Education is a mandatory learning area in the school curriculum which provides opportunities for all students to live healthy and active lifestyles. Schools are recognised as primary settings for developing health-related knowledge and skills. Health and physical education supports students to enhance their own and others’ health. HPE is a learning area of Australian curriculum through which students can make healthier choices. It focuses explicitly on developing movement skills and encourage students to participate in range of physical activities. Therefore, Health and Physical Education is a vital learning area in the school curriculum.

Physically: a child of this age becomes more coordinated such as kicking a ball or riding a bike.

Physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” (Whitehead, 2013, p. X), has been used within national physical education and sport development guidelines in the United Kingdom, Canada, Australia, and New Zealand as an alternative to being physically educated. Whitehead’s physical literacy model is prescriptive and describes behavioral, psychological, and physical components (Whitehead, 2007). While literature on defining and advocating for physical literacy curriculum in schools is abundant (Roetert and MacDonald, 2015; Whitehead, 2010), literature regarding the effectiveness physical literacy interventions

For this observation paper, I will go in depth into my observation of a 10-year-old girl named Kassie. Kassie is in 5th grade, and is the youngest of two children. She has one older brother that is two years older, and two very loving and involved parents. In this paper, I will discuss the attributes and characteristics that I observed while watching and spending time with Kassie. Starting with motor development skills, it was very prominent how active Kassie was. The results of this were obvious, because Kassie’s stature and build is athletic. She is a healthy weight with lean muscle, especially in her calves, thighs, and arms. Kassie seemed to be very coordinated for her age. This was demonstrated to me by observing her kick a soccer ball, jump on the trampoline and play jump rope with her peers. While observing Kassie and three other children her age kick a soccer ball, I noticed that Kassie was quicker than the others, as well as more agile. She would make rapid movements while maintaining her footing and balance. This was also true for the trampoline and jump rope. I noticed that Kassie had an easy time making friends, and was well liked among her peers. She was often the leader, and this made her seem quite popular with the other children. It seemed to me that more children are shy and prefer to be the follower, as opposed to the one calling the shots. However, Kassie was the complete opposite. Onto her cognitive development, I thought she seemed to lack a little. She

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a

For this paper I have chosen to explore two specific age ranges and the developmental changes that

Like every education, physical education too bears an ancient history. It´s sources exhibits nature of man prevailing economic, industrial, religious and cultural conditions of all the people. Its purposes illustrate the dominant ideas of the contemporary time and the place. Some of the sources of physical education are very old. The ancient culture of India, Egypt, Babylonia, Assyria, Persia, Greece, Carthage and Rome also give evidence of use of physical education to alert youth in work like activities. There are many instances where physical education indicates its importance and influence the history of many nations. Greek physical education, however, in its training of