Using Guiding Principles to Build Whole-of-School Physical Activity Programs for Physical Literacy

Bibliographic Data

ID21556946
AuthorsPaul Rukavina (0000-0003-0590-5469), Patricia Gremillion-Burdge (0009-0001-2695-8458)
Year2025
Volume96
Issue9
Pages9-23
Publication date2025-11-22
Open AccessNo
TypeARTICLE
VenueJournal of Physical Education Recreation & Dance (JOURNAL)
Journal identifiersISSN: 0730-3084 • E-ISSN: 2168-3816
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2025.2544073
OpenAlexW4416012170
LanguageEN
References cited23

Schools can promote physical literacy through the implementation of sustainable and impactful whole-of-school physical activity programs. Acquiring physical literacy involves comprehensively scaffolding student experiences across the whole school to increase their competence, confidence, and desire to be active for life. One pitfall is when physical activity leaders act alone or fall into the trap of “adding yet another program” instead of working collaboratively with their wellness committee. The goal when creating whole-of-school modeling is to work with what currently exists and “phase-in” efforts to increase physical activity programming instead of stimulating leadership to try to imitate or replicate a model. This article discusses key principles of whole-of-school modeling and details corresponding strategies and tools that can be used to build an integrated and equitable whole-of-school physical activity program that can create lasting changes to school culture

Literacy · Physical activity · Physical activity level · Physical education · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy

Tools

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