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The role of PETE in developing and sustaining physical literacy informed practitioners

  • Cardiff Metropolitan University
    ,
  • Solent University
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

As accepted for publication. This paper discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of PE. The paper addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE Teacher Education (PETE) with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high quality learning experiences that are crucial to continuing physical activity throughout the life course for all children, not just those that have a natural aptitude in this area. Many advocates for radical change in physical education have repeatedly argued that physical education curricula around the world are too focused on a traditional, one size fits all, sport technique based, multi-activity form. Others have argued that the traditional curricula have a primary focus on physical competence in running, jumping, and balls skills rather than providing experience in a wide range of physical activities including, inter alia, those with a focus on aesthetic awareness and those related to outdoor adventure. Keywords: occupational socialisation, pre-service teachers, PE teacher education, models based practise, physical literacy

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 299-307

Journal (Volume, Issue Number)

Journal of Teaching in Physical Education (Volume 37, Issue 3)

Publication milestones

  • Published - 19/04/2018

Publication status

Published - 19/04/2018

ISSN

0273-5024

Publication IDs

  • handle.net: 10547/622667
  • Scopus: 85052077089

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