Physical Literacy as a foundation for Physical Education in Scottish Primary Schools
CITATION: Milne, L. (2024), ‘Physical Literacy as a foundation for Physical Education in Scottish Primary Schools, Journal of Social Science Student Research, Volume 2, DOI:
Abstract: Physical literacy is a concept concerned with lifelong physical activity and wellbeing. However, this is not foregrounded in Scottish education policy documentation. Therefore, practitioner competence and confidence in delivering physical literacy may be limited. The aim of this paper is to address current policy, suggesting it include physical literacy.
Keywords: Physical Literacy, Physical Education, Scottish Education Policy
The education system in Scotland is governed by various policy discourses, both national and international (Humes and Priestley, 2021). There is continued interest in ensuring that the statutory school curriculum framework in Scotland, Curriculum for Excellence’s (CfE) objectives and content, are effective and not outdated (Priestley et al., 2014). This blog explores growing recognition of physical literacy in primary schools (Whitehead, 2019; Shearer et al., 2018) and considers its absence within Scottish educational policy.
Physical Literacy
The International Physical Literacy Association (IPLA, 2017, no page) defines physical literacy as the “motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”. Figure 1 presents the four key elements as interconnected, interdependent and equally important (Whitehead, 2010; IPLA, 2023).
| Figure 1 |
Physical literacy is a fundamental component of a person’s holistic development (Whitehead, 2010; Shearer et al., 2018) and in education, with developing the whole child. The concept was created due to an identified gap in how education practices and policies viewed the body and mind as split – that is, the ‘physical’ part, and processes associated with the brain/mind, such as cognition (Whitehead 2001, 2019). In challenging this body-mind split, Whitehead has called for consensus in understanding that cognitive, affective and physical learning domains are developing through, and in physical activity. The term ‘literacy’ is used instead of ‘activity’ since the latter gives prominence to the physical (Whitehead, 2010). Furthermore, within physical education curricula, there is a tendency to focus on specific sports (Whitehead, 2010; Jurbala, 2015), which can narrow the opportunities available to explore a wider range of personal capabilities.
Physically literate children understand the responsibility they hold in improving their wellbeing (Jurbala, 2015; UNESCO, 2015; IPLA, 2023). As they grow, they are likely to be better equipped to lead healthy lifestyles as adults (Whitehead, 2010). Delivering physical education through a physical literacy approach will promote engagement and participation (Whitehead, 2019; COSLA, 2021) and can foster self-confidence and social skills (Dettmer, 2010; Sum et al., 2020). Children may be more inclined to continue to be actively engaged in a wide range of physical activities.
As a lifelong journey, each person’s physical literacy is shaped by family values, significant events, significant others such as coaches, and peers (Whitehead, 2019; IPLA, 2023). For educators, this means considering uniqueness of physical literacy journeys, and understanding the importance of child voice (Education Scotland, 2023).
Scottish Policy and Physical Literacy
Within Scottish education, there are currently no policies that include physical literacy, even in relation to physical education (Carl et al., 2023). Physical literacy is mentioned only once in Education Scotland (2017) and Convention of Scottish Local Authorities (COSLA, 2021) documents, with no emphasis placed on the rationale of the concept within education (Carl et al., 2023). In Curriculum for Excellence (Education Scotland, 2017), physical literacy could sit within the guidelines and policy for Health and Wellbeing, which includes physical education. Physical literacy is more prominent in England (Sport England, 2023) and Wales (Welsh Government, 2013; Carl et al., 2023), potentially due to these countries having a clear consensus on what is meant by the term. However, although evident in Sport Wales policy (Sport Wales, no date) there has been no further evidence that physical literacy has developed into education curriculum policy.
In Scotland, the Key Significant Aspects of Learning (SAoL; Education Scotland, 2017) outline guidance for effective delivery of physical education in schools. The associated learning material lists responsibility for one’s own learning and cognitive understanding as essential for quality physical education (Education Scotland, 2023). Key aspects to develop are physical competence, physical fitness, personal qualities, and cognitive skills, hence comparisons can be made between this and physical literacy (Whitehead, 2010). Whilst there are parallels, Scottish documentation lacks guidance on how to operationalise physical literacy, which may cause the concept to be overlooked (Jurbala, 2015).
Policy to Practice Implications
Some scholars argue that future policy and practice should reflect the concept of physical literacy (Edwards et al., 2017; Shearer et al., 2018). However, as mirrored in other curriculum development, national stakeholder consensus through communication strategy outlining definitions, approaches and intended outcomes for education are recommended (Priestley and Biesta, 2013; WHO, 2018). Consideration of potential barriers to implementation include professional development and training for educators (Durden-Myers and Keegan, 2019), how to assess physical literacy (Carl et al., 2023), and daily classroom routines and timetables (Jurbala, 2015). Once overcome, time can be spent supporting educators in working closely with children to develop their physical literacy. With understanding of physical literacy, teachers may further develop enthusiastic, empathetic and knowledgeable perspectives towards physical education. To analyse the long-term sustainability of policy changes, it remains important to consider lasting impact on the educators tasked with delivering the curriculum (Armour and Yelling, 2004).
To support implementation, professional actions could include updating the General Teaching Council for Scotland (GTCS, 2021) standards, since there is currently no reference to physical literacy. Additionally, the Scottish Government (no date) outline core physical education requirement of two hours per week in primary schools, and thus changes to this requirement could be considered. In assessing physical literacy-informed physical education, advocating continuous assessment of, and for- learning across the four domains (Shearer et al., 2021) chimes with the philosophical underpinnings of physical literacy. An ipsative approach to assessment (Green et al., 2018) would encourage child-centred, individualised progress through learning to move in different environments, with different objects and in a range of relations with others.
Conclusion
In summary, the literature supports the argument for a widely understood, holistic approach to physical literacy to be adopted in Scottish education which will support children and young people to flourish. Physical literacy promotes the concept of physical activity having a positive impact on personal disposition and long-term value. Embedding physical literacy into educational policy with practical implementation support would be a responsible investment in the future as it would work to promote holistic child development, address health inequalities, and create a foundation for lifelong wellbeing. Thus, every child in Scotland can develop physical competence, confidence, and the motivation for a lifelong love for physical activity.
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