Acquiring Knowledge of Physical Literacy
Location
SU-216
Department
Physical Education, Exercise Science, and Recreation
Abstract
According to SHAPE America, “Physical literacy is the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person” The concept of physical literacy (PL) seems to be misunderstood. Does the concept of PL apply to an individual living in a certain region or does it apply to anyone globally? Does it only apply to a certain age demographic or is it achieved as an end goal by the time someone becomes an adult? Where would someone who may have a disability fall under the concept of physical literacy? The purpose of this study is to examine comprehension levels of PL in first year physical education teacher education (PETE) students and student teachers in the same program. This study is a mixed-methods design. Semi-structured interviews were conducted with university students (n= 8) who are currently enrolled in a (PETE) program. Interviews lasted approximately 45-60 minutes and invited students to share their knowledge about PL and perceived levels of PL. Data was analyzed using constant comparison and inductive analysis throughout to identify themes. Surveys were used to gather knowledge of PL (a student’s understanding of what PL is). A 10-item knowledge scale was created using information from PL instruments. All 10 scores were added to create a PL knowledge score. A higher score indicates more knowledge of PL. The Perceived Physical Literacy Instrument was used to assess students’ perceived PL. The instrument contains 18 items. The items were added to create a PL score. The higher the score, the higher a participant’s perceived PL. A T-test was run to compare the number of correct responses between first year and fourth year students as well as to compare perceived levels of PL between first year and fourth year PETE students.
Faculty Sponsor
Kimberly Maljak, Northeastern Illinois University
Faculty Sponsor
Robert Holmes, Chicago State University
Faculty Sponsor
James Ball, Northeastern Illinois University
Acquiring Knowledge of Physical Literacy
SU-216
According to SHAPE America, “Physical literacy is the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person” The concept of physical literacy (PL) seems to be misunderstood. Does the concept of PL apply to an individual living in a certain region or does it apply to anyone globally? Does it only apply to a certain age demographic or is it achieved as an end goal by the time someone becomes an adult? Where would someone who may have a disability fall under the concept of physical literacy? The purpose of this study is to examine comprehension levels of PL in first year physical education teacher education (PETE) students and student teachers in the same program. This study is a mixed-methods design. Semi-structured interviews were conducted with university students (n= 8) who are currently enrolled in a (PETE) program. Interviews lasted approximately 45-60 minutes and invited students to share their knowledge about PL and perceived levels of PL. Data was analyzed using constant comparison and inductive analysis throughout to identify themes. Surveys were used to gather knowledge of PL (a student’s understanding of what PL is). A 10-item knowledge scale was created using information from PL instruments. All 10 scores were added to create a PL knowledge score. A higher score indicates more knowledge of PL. The Perceived Physical Literacy Instrument was used to assess students’ perceived PL. The instrument contains 18 items. The items were added to create a PL score. The higher the score, the higher a participant’s perceived PL. A T-test was run to compare the number of correct responses between first year and fourth year students as well as to compare perceived levels of PL between first year and fourth year PETE students.