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Applied Physical Literacy in an Urban High School

  • Author / Creator
    Morgan, Andrew J
  • The objective of this research was to propose a theoretical framework based on the literature that supports the growth of students’ physical literacy in physical education. A review of literature revealed the clear gap between theory and practice for physical literacy in the school setting. Existing theoretical literature was used to develop a framework for praxis intended for teacher use to infuse physical literacy into their physical education programs. The framework was piloted in a large urban high school and revised based on practice. This bounded case study revealed the complexities of moving each student forward on their physical literacy journey. Key to the Physical Literacy Praxis (PLP) framework is a trained educator who has a deep understanding of ‘whole-child’ education, and physical literacy. The trained educator needs to embody all components of physical literacy and provide the appropriate environment and opportunities for students to move towards mastery and independence. There is the need for all four domains of physical literacy to live in a Physical Education program of studies. Pedagogical approaches determined by the trained educator should be evidence-informed, focused on the whole child and must consider the developmental level, gender, experience, knowledge and backgrounds of students. A student’s embodiment of physical literacy is nurtured by meaningful experiences in physical education and other movement related contexts, opportunities to feel empowered, developing and maintaining a positive self-concept, and a deep understanding and value of movement.

  • Subjects / Keywords
  • Graduation date
    Fall 2020
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/r3-jzvd-t481
  • License
    Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.