Definitions, foundations and associations of physical literacy: a systematic review
Author
Edwards, Lowri Cerys
Bryant, Anna
Keegan, Richard
Morgan, Kevin
Jones, Anwen Mair
Date
2016-06-30Type
Article
Publisher
Springer
ISSN
0112-1642
1179-2035 (ESSN)
Metadata
Show full item recordAbstract
Background: The concept of physical literacy has stimulated
increased research attention in recent years—being
deployed in physical education, sport participation, and the
promotion of physical activity. Independent research
groups currently operationalize the construct differently.
Objective: The purpose of this systematic review was to
conduct a systematic review of the physical literacy construct,
as reflected in contemporary research literature.
Methods: Five databases were searched using the preferred
reporting items for systematic reviews and meta-analyses
(PRISMA) guidelines for systematic reviews. Inclusion
criteria were English language, peer reviewed, published
by March 2016, and seeking to conceptualize physical
literacy. Articles that met these criteria were analyzed in
relation to three core areas: properties/attributes, philosophical
foundations and theoretical associations with
other constructs. A total of 50 published articles met the
inclusion criteria and were analyzed qualitatively using
inductive thematic analysis.
Results: The thematic analysis addressed the three core
areas. Under definitions, core attributes that define physical
literacy were identified, as well as areas of conflict between
different approaches currently being adopted. One relatively
clear philosophical approach was prominent in
approximately half of the papers, based on a monist/holistic
ontology and phenomenological epistemology. Finally, the
analysis identified a number of theoretical associations,
including health, physical activity and academic
performance.
Conclusions: Current literature contains different representations
of the physical literacy construct. The costs and
benefits of adopting an exclusive approach versus pluralism
are considered. Recommendations for both researchers and
practitioners focus on identifying and clearly articulating
the definitions, philosophical assumptions and expected
outcomes prior to evaluating the effectiveness of this
emerging concept. Key points: This paper is the first to provide a systematic review
of core attributes of the physical literacy construct,
including the defining properties of physical literacy,
the philosophical foundations and the theoretical
associations of the construct.
An implication for theory development and research
is the need for transparency and tolerance with
different approaches to physical literacy.
Implications for applied practice include ensuring
clarity of theoretical descriptions and phrases so that
these can be translated clearly into a practical setting.
Journal/conference proceeding
Sports Medicine
Citation
Edwards, L.C., Bryant, A.S., Keegan, R.J., Morgan, K. and Jones, A.M. (2017) 'Definitions, foundations and associations of physical literacy: a systematic review', Sports Medicine, 47 (1) pp.113-126
Description
This article was published in Sports Medicine on 30 June 2016 (online), available open access at http://dx.doi.org/10.1007/s40279-016-0560-7
Sponsorship
N/A
Collections
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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/
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