Physical literacy and physical education

Following the publication of Whitehead’ article (2006) on physical literacy in the inaugural edition of PE Matters, staff at the University of Bedfordshire [formerly De Montfort University Bedford] have been reviewing the relationship between the physical education areas of activity and physical literacy in the context of secondar education. It is felt that all areas of activity have the potential to develop physical literacy and that physical literacy addressed in the context of physical education activities is likely to be a richer and more real learning experience for secondary aged pupils. In line with Whitehead’s article, physical literacy is considered in terms of physical competencies, the ability to read and respond efficiently and effectively to the environment and to others in interaction, the ability to use the body as an instrument of expression/ communication and the ability to articulate/ demonstrate knowledge, skills and understanding of health. The following takes four areas of activity: athletics, dance, games and outdoor and adventurous activities and identifies the extent to which each contributes to the development of physical literacy Similar arguments could be made of gymnastic and swimming areas of activity. In each case it is considered that the area of activity makes a distinctive contribution to the experience and understanding of physical literacy for all learners in secondary education.