The physical educator and physical literacy : exploring connections

Abstract

Physical literacy (PL) is closely related to daily life activities. Individuals lacking PL tend to avoid not only regular physical activity (PA) but also everyday tasks. PA plays a crucial role in promoting health benefits and is a central element of PL. Moreover, quality Physical Education (PE) is believed to be the most effective path towards developing PL in children from a young age, integrating the physical, cognitive, and social aspects of an individual for lifelong benefits. This study aimed to explore the perceptions and roles of primary PE teachers on the concept of PL, as well as look into how the local curriculum supports PL. Subjective perceptions of eight teachers were captured via semi-structured interviews. Teachers appreciated and acknowledged the lifelong benefits of PL, emphasising the importance of fostering this concept in children from a young age through meaningful PE lessons. Key factors highlighted included exposure to various fundamental skills and sports, fostering enthusiasm in lessons, teacher engagement, feedback, and empowerment. Despite the guidance provided by the curriculum, concerns were raised about its regular changes, which led to inconsistencies. Suggestions were made to increase the number of PE lessons and continuous professional development (CPD) sessions, as well as accentuate teacher involvement in decision-making processes.