Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All

RUDD, James R., PESCE, Caterina, STRAFFORD, Ben William and DAVIDS, Keith (2020). Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All. Frontiers in Psychology, 11, p. 1904.

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Open Access URL: https://www.frontiersin.org/articles/10.3389/fpsyg... (Published version)
Link to published version:: https://doi.org/10.3389/fpsyg.2020.01904
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    Abstract

    Internationally, governments, health and exercise practitioners are struggling with the threat posed by physical inactivity leading to worsening outcomes in health and life expectancy and the associated high economic costs. To meet this challenge it is important to enhance the quality, and quantity, of participation in sports and physical activity throughout the life course to sustain healthy and active lifestyles. This paper supports the need to develop a physically literate population, who meaningfully engage in play and physical activity through the development of functional movement skills in enriched environments. This is a shift away from reductionist approaches to physical activity engagement and maintenance to an ecological dynamics approach that focuses on enrichment to support functional movement skill learning and development. This is an embedded approach to physical literacy that allows learners the space and time to “explore–discover” (ecological psychology) within environments that will lead to a concomitant self-organization of highly intricate network of co-dependent sub-systems (anatomical, respiratory, circulatory, nervous, and perceptual-cognitive) resulting in functional movement solutions for the performance task and enduring positive adaptations to subsystems supporting the physical literacy journey across the life course. “Explore-discover adapt” is at the heart of two contemporary learner-centered pedagogies: Non-linear Pedagogy (NLP) and the Athletic Skills Model (ASM). Both emphasize the importance of enrichment experiences from an early age, and throughout life course, and both appreciate the inherent complexity involved in the learning process and the importance of designing a rich and varied range of athletic, participatory experiences that will support the embedded development of physical literacy leading to ongoing physical activity for all. The final part of this paper will demonstrate the potential of an ecological dynamics approach for supporting the concept of physical literacy by providing a roadmap for a reliable and valid measurement of physical literacy when considered from both an ecological dynamics perspective and the phenomenology understanding of physical literacy.

    Item Type: Article
    Additional Information: ** From Frontiers via Jisc Publications Router ** Licence for this article: http://creativecommons.org/licenses/by/4.0/ **Journal IDs: eissn 1664-1078 **History: published_online 28-07-2020; accepted 10-07-2020; submitted 07-02-2020; collection 2020
    Uncontrolled Keywords: Psychology, non-linear pedagogy, athletics skills model, motor learning, ecological psychology, executive function, physical education, sport coaching
    Identification Number: https://doi.org/10.3389/fpsyg.2020.01904
    Page Range: p. 1904
    SWORD Depositor: Colin Knott
    Depositing User: Colin Knott
    Date Deposited: 11 Aug 2020 14:13
    Last Modified: 11 Aug 2020 14:15
    URI: http://shura.shu.ac.uk/id/eprint/26921

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