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Operationalising Physical Literacy: Investigating a Practitioner Education Programme to Develop Practitioner Knowledge, Retention and Sharing to Colleagues and Young Learners (Midpoint Conference Report)

Authors:

Abstract

Background: A midpoint report of the evaluation of the Boing intervention which seeks to educate practitioners on a play-based curriculum in Physical Literacy (PL) settings. Current approaches to operationalising PL and it's delivery are commonly oversimplified. PL is a highly complex, multifaced conceptualisation of the skills required to develop the motivation, confidence, physical competence, understanding and knowledge in order to autonomously maintain an appropriate level of Physical Activity throughout a lifetime (Whitehead, 2010; Giblin et al., 2014). However, decreasing levels of PA in youth has led to an increase in international political and academic attention. With no widely accepted framework for the facilitation of PL, many practitioners are investigating multifaceted, complex and appropriate approaches that might allow practitioners to integrate PL in various settings. One such approach is the Constraint-Led Approach (CLA). The Boing research project utilises this approach in their play-based curriculum. The project in collaboration with Sport England and Oxford-Brooks is tasked to investigate the development of coaches/teachers and wider practitioners who impact on a learner's development through educating the facilitating deliverer to support the child's development.
Operaonalising Physical Literacy: Invesgang a Praconer Educaon
Programme to Develop Praconer Knowledge, Retenon and Sharing to
Colleagues and Young Learners (Midpoint Report)
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School of Sport and Exercise, University of Gloucestershire, Gloucester, UK
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