Physical Literacy: From Theory to Practice. Exploring New Teachers' Early Experiences in Physical Education

Auteurs-es

  • Lauren Tristani York University
  • Jessica Fraser-Thomas York University

Mots-clés :

Physical Education, teacher training, physical literacy

Résumé

School health and physical education (H&PE), alongside school-based interventions can be a vehicle to enhance children’s health and development, and potentially combat the current obesity crisis (McGoey, Root, Bruner, & Law, 2015). Physical literacy (PL) was recently introduced into Ontario’s H&PE curriculum, to raise program quality and provide students with the skills and confidence for lifelong activity (McKean, 2013; Ontario Ministry of Education, 2010). The purpose of this study was to examine new H&PE teachers’ early experiences in relation to PL, specifically focusing on their education/training, perceptions, and implementation of PL into school settings. Ten new H&PE teachers engaged in semi-structured interviews, which were analyzed, informed by a grounded theory approach (Corbin & Strauss, 2008). Results suggest various breakdowns within three major educational components (i.e., formal teacher education, curriculum, and teaching practicum), hindering the successful implementation of PL. Practical implications and future directions are discussed through the lens of the three aforementioned themes. 

Biographie de l'auteur-e

Lauren Tristani, York University

Kinesiology and Health Science

PhD student 

Téléchargements

Publié-e

2017-10-27

Numéro

Vol. 9 No. 1 (2017): Revue phénEPS-PHEnex Journal

Rubrique

Feature Articles / Articles de fond

Licence

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).