Emergence of physical literacy in physical education: some curricular repercussions
Bibliographic record
Abstract
Background The notion of carry-over value of certain physical activities has long been a preoccupation for physical education (PE) curriculum planners, one goal of PE being to prepare students for an active lifestyle in their adulthood. This goal is reinforced by the fact that over the last decade, there has been a considerable increase in interest for physical literacy (PL), a construct that advocates individuals’ lifetime involvement in and with physical activity. This trend is likely to bring about a good deal of adjustments in the curriculum and the delivery of teaching in PE.Purpose The purpose of this article is to discuss the emergence of PL over the last years and examine how this trend can blend into the general objectives and the specifics of the PE curriculum, particularly with regard to older students (high school and college level).Scaffold of the paper Following an analogy between literacy and PL, and an operational definition of PL and related philosophical foundations, the development of PL in school is presented as a learner/user-centered, situated, socio-constructivist, systemic and progressive process. Considering the part of the PL journey vested in PE, a resulting expansion of PE subject matter is envisioned, and the particular case of learners’ performance appreciation is examined. Finally, the author offers a critical analysis of the ‘physically literate’ term, considering the monist foundation of PL.Conclusion The PL term has registered in the collective psyche and is here to stay, at least in a foreseeable future. The PL surge in the PE scenery may be seen as an opportunity to revisit the PE curriculum and PE teaching practices in order to cover a larger spectrum of PA activities for students. Meeting the admitted PL goal (i.e. nurturing autonomous, self-directing, self-actualizing and self-regulating PA-literate adults) cannot be achieved through simply passing on dominant forms of PA activities (whatever they may be) without taking into account physical activities that have become part of emergent and attracting communities of practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.005 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".