Abstract
Physical literacy precedes and influences the physically active lifestyle, which is a key element of physical
education. Especially, primary school physical education has an important task in the formation of the physically
active lifestyle because it reaches all age cohorts. Classroom teachers are mainly in charge of implementing the
curriculum in the primary schools. Thus, it is important to know more about their perceptions on physical
literacy. Our research question was: How do classroom teacher students perceive the ways of supporting
physical literacy? The data of this case study consists of four semi-structured interviews, which were analysed
using content analysis. The concept of physical literacy, developed by Whitehead (1993), was used to categorize
the data. Furthermore, the answers in the categories were combined in themes that the result of responses to the
research question. As a key result of this study, it was found that classroom student teachers perceive the ways of
supporting physical literacy as follows: 1) Motivation can be supported by atmosphere, teaching methods,
contents and learning environments; (2) Physical competence and self-confidence is supported by experiences of
success, developmentally appropriate physical activities and motor skills and 3) Knowledge and understanding
can be supported by creating meanings and adjusted objectives, evaluation and individualization. Our results
suggest that future classroom teachers have a quite broad understanding of supporting physical literacy, which is
in line with their broad educational duties that differ from those of subject teachers. The results of our research
are especially useful for classroom teachers. An approach that emphasizes personal potential can be one solution
to challenges of immobility. In the future, it is important to study what kind of pedagogical practices based on
physical literacy could lead to the development of teaching in physical education in primary schools.
education. Especially, primary school physical education has an important task in the formation of the physically
active lifestyle because it reaches all age cohorts. Classroom teachers are mainly in charge of implementing the
curriculum in the primary schools. Thus, it is important to know more about their perceptions on physical
literacy. Our research question was: How do classroom teacher students perceive the ways of supporting
physical literacy? The data of this case study consists of four semi-structured interviews, which were analysed
using content analysis. The concept of physical literacy, developed by Whitehead (1993), was used to categorize
the data. Furthermore, the answers in the categories were combined in themes that the result of responses to the
research question. As a key result of this study, it was found that classroom student teachers perceive the ways of
supporting physical literacy as follows: 1) Motivation can be supported by atmosphere, teaching methods,
contents and learning environments; (2) Physical competence and self-confidence is supported by experiences of
success, developmentally appropriate physical activities and motor skills and 3) Knowledge and understanding
can be supported by creating meanings and adjusted objectives, evaluation and individualization. Our results
suggest that future classroom teachers have a quite broad understanding of supporting physical literacy, which is
in line with their broad educational duties that differ from those of subject teachers. The results of our research
are especially useful for classroom teachers. An approach that emphasizes personal potential can be one solution
to challenges of immobility. In the future, it is important to study what kind of pedagogical practices based on
physical literacy could lead to the development of teaching in physical education in primary schools.
| Translated title of the contribution | Liikunnan lukutaidon tukeminen: Tapaustutkimus luokanopettajaopiskelijoiden käsityksistä |
|---|---|
| Original language | English |
| Article number | 264 |
| Journal | Journal of Physical Education and Sport |
| Volume | 22 |
| Issue number | 9 |
| Pages (from-to) | 2069 - 2075 |
| Number of pages | 7 |
| ISSN | 2247-8051 |
| DOIs | |
| Publication status | Published - 30 Sept 2022 |
| MoE publication type | A1 Journal article-refereed |
Fields of Science
- 516 Educational sciences