Understanding the Physical Literacy Journey: A Qualitative Bioecological Investigation of Children’s Perceptions and Experiences
Abstract
Abstract
Physical literacy is at the center of current childhood physical activity discourse, but many questions remain unanswered. The aim of our investigation was to learn about the physical literacy journey of children from a bioecological perspective. Three physically active boys, aged 10 and 11 participated in individual semi-structured interviews. The goal of the interviews was to learn about the physical literacy journey from the perspective of children. Our analysis revealed that frequent, long-lasting, and varied physical activity was the cornerstone of the participants’ physical literacy journey. The participants’ motivation, confidence, and physical competence and the ongoing reciprocal interactions with their peers and family members at home, in school, and in organized sport settings promoted frequent, long-lasting, and varied physical activity. In the future, childhood physical activity researchers might wish to incorporate bioecological perspectives on human development to further study the variables that shape children’s physical literacy journey.
Keywords: bioecological model; childhood physical activity; physical literacy journey
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