A professional development programme to enhance primary school teachers’ knowledge and operationalisation of physical literacy

Abstract

Introduction: Despite increases in research and implementation, physical literacy continues to be largely misinterpreted by practitioners. The purpose of this study was to devise, implement, and evaluate a professional development programme that works in a primary school environment to enhance their knowledge and operationalisation of physical literacy.

Methods: Following a three-month needs assessment phase, data were collected from structured observations, reflections, and semi-structured interviews with the teachers, before, during and after an introductory workshop and six-month physical literacy intervention. Thematic analysis was used to evaluate perceptions of programme effectiveness.

Results: The needs assessment phase identified notable differences between teachers’ classroom and physical education practice. Results of the physical literacy workshop and intervention detailed an increase in teachers’ knowledge of, and operationalisation of, physical literacy.

Discussion/Conclusions: Applying established principles of effective professional development in a contextually sensitive manner was viewed as effective in enhancing primary school teachers’ knowledge and practice regarding physical literacy.