Critical considerations for physical literacy policy in health, sport and education agencies
The United Nations Educational, Cultural and Scientific Organization (UNESCO) recognizes physical literacy (PL) as one of several central tenets in its Quality Physical Education Guidelines for Policymakers and contributor to the Sustainability Development Goals and post-2015 Development Agenda (UNESCO, 2015). In terms of policy responsibility, Article 3 of the International Charter for Physical Education, Physical Activity and Sport (UNESCO, 2015) clearly states that Health, Sport and Education agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their lifecourse.
However, previous attempts to understand and conceptualize physical literacy in this context and specifically for policy-making purposes have been limited by pre-existing and sometimes bias interpretations of the construct. The aim of this presentation is to present a model of physical literacy policy considerations for key decision makers in the fields of health, sport and education that is consistent with international understandings of what the construct is, and how it is to be used in order to achieve established and developing health, sport and educative goals. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in a policy context. These pillars of physical literacy provide a potentially useful tool for future policy development in the disciplines of health, sport and education.
More than just a game!
Are there students that are not being rewarded under your school’s current physical education assessment regime?
This is because technique focused teaching, programming and assessment dominates physical education in most schools. However, solely using this approach means many students do not improve their movement skill or activity levels because they need to find the enjoyment to make games part of a healthy lifestyles.
This masterclass shows teachers from any sector how learners need to appreciate the joy of game playing that leads to a desire to learn techniques to improve game performance and physical activity participation. The purpose of this workshop is to practice and exemplify student connectedness to PE that promotes cognitive, affective and psychomotor development in students of all ages during physical education lessons
Dr. Dean Dudley received his Ph.D. in physical education from University of Wollongong, Australia in 2012. Previously he has completed a Master of Education (Research) and a Bachelor of Health Science. Currently, he is the Senior Lecturer and Researcher of Health and Physical Education in the Faculty of Human Sciences at Macquarie University, Sydney (Australia). Dean is a 2012 Churchill Fellow and was an Expert Consultant on the Quality Physical Education Guidelines for Policymakers published by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2015.
He is currently the Australian Delegate to Fédération Internationale d’Education Physique (International Federation of Physical Education – FIEP) and the International Physical Literacy Association, Chief Examiner for the New South Wales Board of Studies and Teacher Education Standards and Director of Education for Surf Life Saving NSW.
Dean’s research is currently focused on the assessment and reporting of physical education and the development of observed learning outcomes pertaining to physical literacy. He is also a researcher of evidence-based approaches to health and physical education that yield large learning effects in the cognitive, affective and psychomotor learning domains. Dean’s recent work has been to investigate contribution schools and education make toward the health of school-aged youth.