|dc.description.abstract||Physical literacy is a current topic and has become a major focus within physical
education (PE). The aim of the study was to identify where PE specialist primary
school teachers and non specialist PE primary school teachers are on their physical
literacy journey. Furthermore, to identify how this then impacts upon PE specialist
primary school teachers and non specialist primary schools teachers’ perceptions of
teaching PE. The rationale for the study is due to the influence that the teachers’
physical literacy journey has upon providing high quality physical education (HQPE)
within primary PE. In addition the teachers’ role is crucial in developing pupils’
physical literacy, and their own physical literacy journey can impact upon this.
However current research within this area is limited.
Six primary school teachers participated within the study, including specialist PE
teachers (n=3) and non specialist teachers (n=3). Semi structured interviews were
conducted, and the tool of mapping the teachers physical literacy journeys was
applied. An inductive thematic analysis was used, as a result three key themes
emerged. This included the teachers’ physical literacy journeys, their previous
experiences within sport and physical activity and the impact their physical literacy
journeys have upon HQPE. The key findings from the study identified that each
teachers’ physical literacy journey was unique, regardless of teacher specialism, and
they perceived this to impact upon teaching of PE. In addition teachers’ perceived
their physical literacy journey to have an impact upon their pupils’ physical literacy.
Finally the teachers’ previous experiences within sport and physical activity had an
impact upon teaching of PE. Practical implications suggest that teachers training
should develop understanding of physical literacy journeys, and reflect upon this.
Future research should consider the participation of teachers who do not take part in
sport and physical activity.||en_US