Physical Education Teachers' Perceptions, Understanding and Philosophies Encompassing Physical Literacy
Cardiff Metropolitan University
MetadataShow full item record
The emerging concern surrounding the accelerating obesity epidemic within Wales, has resulted in society's ideology of physical education [PE] being reconsidered. Physical literacy [PL] has been described as an innovative concept to promote physical activity, whilst simultaneously developing physical intellect (Whitehead, 2010). This thesis has investigated PE teachers' empirical ideologies and experiences surrounding PL, as the effectual development of physically literate pupils is dependent upon them. Semi-structured interviews were conducted, consulting four teachers with various experience. Participants were questioned surrounding their ideology of PL, PE and their teaching environments. Content analysis was applied to analyse the interviews to categorise common occurrences in the form of codes, to correlate themes. The researcher's interpretive stance facilitated the analysis of data, to formulate a discussion of how the evidence within this thesis contradicts researchers' findings surrounding PL. The evidence identified that PE teachers' philosophy of PL, is not the significant factor of delivering content within the school environment, as there are supreme hierarchical influences that affect the agency afforded to teachers'. Due to the apparent social stigma surrounding PE, teacher's expressed a lack of agency when structuring lessons. Accentuating that irrespective of teacher's understanding or philosophy of PL, due to the present pedagogical infrastructure PE has begun to lose its physical focus. Hampering the successful development of physically literate beings, due to the prioritisation of delivering literacy and numeracy within PE. Furthermore, the study suggested that teacher's possessed a vague understanding of PL, due to the inconsistent guidance provided by the Welsh assembly government [WAG] for PE teachers to adhere to, suggesting that the hierarchy within the educational infrastructure in Wales are the primary influence in facilitating the delivery of PL. Future research could investigate how PL is perceived by the supreme hierarchy within education, to accommodate the ambiguity of the teachers' environment whilst creating initiatives such as PL. Subsequently, facilitating the successful transition of the theoretical substance of PL to the empirical environment of PE.
Showing items related by title, author, subject and abstract.
Dancy, Charlotte (Cardiff Metropolitan University, 2015)The purpose of this study was to see whether schools are achieving High Quality Physical Education through the use of technological advancements, especially Web 2.0 in Physical Education lessons. The rationale for this ...
Perrett, Aiden (Cardiff Metropolitan University, 2013)Physical literacy is an emerging concept within physical education (PE). It aims to provide individuals with increased physical competence, confidence and motivation to maintain purposeful physical pursuit throughout their ...
The Impact of Primary PE Specialist Teachers and Non Specialist PE Teachers Physical Literacy Journeys on High Quality Physical Education and their Pupils’ Physical Literacy. Veall, Amy (Cardiff Metropolitan University, 2015)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 ...