Contextualizing physical literacy in the school environment: The challenges

被引:36
作者
Castelli, Darla M. [1 ]
Barcelona, Jeanne M. [1 ]
Bryant, Lynne [1 ]
机构
[1] Univ Texas Austin, Coll Educ, Austin, TX 78712 USA
关键词
Differentiated instruction; Physical activity; Physical literacy; Whole of school approach; TEACHER EFFICACY; EDUCATION; STANDARDS; IMPACT; INSTRUCTION; ACHIEVEMENT; QUESTIONS; KNOWLEDGE; STUDENTS; FITNESS;
D O I
10.1016/j.jshs.2015.04.003
中图分类号
F [经济];
学科分类号
02 ;
摘要
The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recommendations are made to assist teachers in overcoming such barriers: (a) whole of school approach, (b) effective, differentiated pedagogy, (c) integration of technology for individualized tracking of progress, (d) supportive school climate, and (e) alignment of local efforts with national initiatives. Copyright (c) 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.
引用
收藏
页码:156 / 163
页数:8
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