The Importance of Physical Literacy

Mary Surtees

Assistant Head of Primary School – Wellbeing and Operations

When one speaks of education, the terms literacy and numeracy are frequently cited as the two most important subject areas. But there does exist a third: physical literacy. Its place is paramount in everyone’s life and rightly commandeers that place from the cradle to the grave. One is not born physically literate, just like one is not born knowing how to read or count. There are countless stories of students who were physically active during their time at school, but on completing their schooling, their activity level decreased or simply disappeared as a result of discovering more leisurely pursuits. Many students have not engaged in physical education lessons because they saw it as catering for students who were able athletes and, if you were not one of those, then there existed little motivation to become involved. Physical Literacy is defined as ‘a disposition to capitalise on our human embodied capability, wherein the individual has the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the lifecourse’ (Whitehead 2013). Physical activity is for all people. People who are physically literate are more likely to be active over time, adapt to physical changes in their bodies and recover from injury or surgery far quicker (Loitz 2013). Physical Literacy has also been described as the physical and psychological attributes that are foundational to participation in physical activity and therefore the capacity for an active lifestyle (Jefferies et al. 2019). So, it behoves teachers of children from early childhood onwards to cultivate and nurture this physical literacy in all students. Each person must accept as his or her own responsibility the notion that only they can improve or maintain their wellbeing. Physical literacy is said to be the basis for sustaining the health of individuals, maintaining a healthy workforce and reducing the load on health systems throughout the world (Cairney & Veldhuizen 2017). However, the guidance to become physically literate must come from somewhere and schools are the perfect place for this to occur. If an understanding of and love for physical literacy are enhanced during the school years, that vitality will travel with all people on their life’s journey (Almond 2013). Dudley (2015) believes that physical literacy should be viewed as an umbrella concept under which can be found the knowledge, skills, understandings and values related to taking responsibility for purposeful activity and human movement. Organised sport is a wonderful avenue for the more talented people in the world – irrespective of age. But not everyone is that ‘talented person’. This does not mean that physical literacy is lost to them. On the contrary, it is these people who need the foundations of physical literacy to build a lifelong commitment to and enjoyment of physical activity (Sprake and Walker 2013). The development of fundamental motor skills should be the foundation of any quality physical education program. The skills are not just for playing sport, but rather, they form the basis of all life skills needed to exist as a functioning human being in our world today. Balance, depth perception, spatial awareness, gross and fine motor skills are just a few of the SUNATA 47

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basics that promote a sense of wellbeing in everyone. The ability to hold a pencil, track a line in a book, walk up and down stairs, and dress and feed oneself are hardly seen as skills learnt in isolation. Each child comes to these skills with varying degrees of success. Motor development is a constant learning process (Petersen et al. 2016). As these motor skills develop, so, too, does the preparedness to move. School is the time to learn how to move, to find out how to become physically competent and to discover how to use movement to access all other areas of learning (Maude 2013). If one moves freely, then that person is motivated to want to move and to keep on moving. Positive experiences from school can hold a person in good stead for the rest of their lives. If a love for movement is garnered at school, that person takes that potential to take part in whatever physical activity is within an individual’s capacity on their life journey. When teachers and students can engage with and balance surface and deep understanding of physical literacy, the student can begin to develop a working knowledge of what it means to be a physically literate person (Dudley 2015). Should educationalists be looking at the various terms bandied about? Is sport ‘the be all and end all’? It is for elite athletes. Is Physical Education, as its name implies, education of the physical? The ancient Latin term ‘mens sana in corpore sano’ – a healthy mind in a healthy body – should be the aim of all physical activities. Is it? Should more emphasis be given to the term ‘physical literacy’ as a pathway for all students to follow, regardless of their ability but mindful of their need to be physical. If teachers possess knowledge in physical literacy, they can maximise opportunities to engage students in diverse ways (Stoddart & Humbert 2017). Physical literacy is relevant and valid to all throughout life. However, early involvement in physical activity is of paramount importance to lay the foundation for future and continued participation (Whitehead 2018). Children, adolescents and adults may meet the (physical) alphabet but many do not master the keys to lifelong learning through movement (Lundvall 2015). Jefferies et al. (2019) also believe that by encouraging physical literacy, one also fosters resilience. Both combine to create the underlying conditions for individuals, both young and old, to thrive and participate actively in society. It is expected that those who have a high degree of physical literacy will be the ones who gain the greatest health benefits offered by habitual physical activity (Longmuir et al. 2015). This then transfers into all habits of life with the continued gains occurring throughout life’s journey and transcending into all aspects of health – physical, social, mental, emotional and spiritual. The rewards that are reaped are both personal and societal assets. Physical literacy necessitates teaching a broad spectrum of movement activities from multiple disciplines which focus on individual effort and progress. The team sport model appeals and does benefit many individuals. But there are equally many who do not gain those same benefits and, as a result, shun team sports specifically and physical pursuits in general (Roetert & MacDonald 2015). Being physical has so many benefits for the individual, irrespective of age. As teachers, we have a shared responsibility to encourage, guide and motivate all our students to explore life through movement and to take that exploration and appreciation with them to wherever their life may take them. Being physically literate is within the realms of everyone’s grasp – they simply need to know how to grab it to reap the rewards.

References

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