Stakeholder perceptions of physical literacy

Results from a national consultation in England

Bibliographic Data

ID4660122
AuthorsMichael J Duncan (0000-0002-2016-6580, Coventry University, corresponding author), Inimfon Essiet, Inimfon A Essiet (0000-0003-2065-0935, Liverpool John Moores University), Liezel Hurter (0000-0002-0277-8209, Liverpool John Moores University), William M Roberts, Will Roberts (0000-0001-5736-5244, University of Waikato), Kiara Lewis (0000-0002-0142-7351, Birmingham City University), Hannah Go (0000-0002-4264-6673, Dublin City University), Jade L Morris (0000-0003-1900-3001, University of Bradford), Daniel D Bingham (0000-0002-5809-7357, University of Bradford), Wesley O’brien (0000-0002-5104-9141, University College Cork), Lisa M Barnett (0000-0002-9731-625X, Deakin University), Cara Shearer (0000-0002-6268-3885, Glasgow Life), Andrew Daly-Smith, Andy Daly-Smith (0000-0003-4830-9376, University of Bradford), Lawrence Foweather (0000-0001-9851-5421, Liverpool John Moores University)
Year2024
Volume6
Pages1457845-1457845
Publication date2024-10-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Sports and Active Living (JOURNAL)
Journal identifiersISSN: 2624-9367 • E-ISSN: 2624-9367
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fspor.2024.1457845
PMID39483958
OpenAlexW4403502677
LanguageEN
Citations received5
References cited23

BackgroundThere is a lack of evidence of stakeholder perspective and understanding of physical literacy among relevant stakeholders from England. As part of research commissioned by Sport England to develop a physical literacy consensus statement for England, this study presents findings from the first national consultation with stakeholders in England.MethodsOne hundred and ninety-three individual stakeholders (50.3%) from education, community sport, national governing bodies of sport, physical activity and sport coaching sectors completed an online survey consisting of fixed item and open ended questions designed to examine their knowledge, understanding, perceptions and practices relating to physical literacy.ResultsResponses from stakeholders suggested there was confusion in use of the term physical literacy in practice and confusion regarding the definition of physical literacy. Most respondents suggested they were involved in physical literacy related activity and understood the term. However, when probed the physical literacy related activity they referred to was likely not actually physical literacy related. Understanding of the term physical literacy was inconsistent in general. Stakeholders considered the affective, social, physical and cognitive areas (domains) of learning to be most important for developing a positive relationship with movement, sport and physical activity for life.ConclusionsWhile stakeholders are aware of the term "physical literacy" and hold value of it within their practice, there remain key misconceptions relating to what physical literacy is, and debate as to whether any existing definitions truly capture the construct of physical literacy

Coaching · Construct (python library · Health literacy · Literacy · Medical education · Pedagogy · Physical education · Political science · Public relations · Stakeholder · Applied Psychology · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Medicine · Physical Education and Pedagogy · Psychology

Tools

Open DOIOpen Access