While many across the world have endorsed the concept of physical literacy there remains considerable confusion about the focus and nature of the experiences involved in promoting this human capability. For many physical literacy is seen as relevant only to young people from 5–12 years and furthermore is interpreted solely as developing Fundamental Movement Skill (FMS) which is a very diluted and limited interpretation. For this reason, there is a need to clarify what is meant by Physical Literacy and how it can be translated into practical steps [1 Physical Literacy throughout the lifecourse. London: Routledge (2010). 

Cliquez ici pour aller à la section Références, 2 Debates in Physical Education London: Routledge (2013). 

Cliquez ici pour aller à la section Références, 3Whitehead M.E., Almond L. Creating learning experiences to foster physical literacy Phys Educ Matt Spring 2013 ;

Cliquez ici pour aller à la section Références].

In this symposium we will clarify the concept of physical literacy and illustrate its educational validity and relevance to the whole life-course. We shall make the case for physical literacy as an inspirational tool for clarifying the value of purposeful physical pursuits in enriching people's lives and enhancing the quality of living well. However, the principal role of these presentations is to demonstrate how Physical Literacy can become a guide to practice and what this entails. A comprehensive set of posters will be available for delegates.

This paper will open with a brief clarification of the concept of physical literacy as identifying the goal underlying all physical activity throughout life. This will be followed by a discussion of three education based issues. Firstly, the importance of the overall ambience of the school context, for example the need for all teachers to work to common goals such as valuing the individual, promoting mutual respect and tolerance among learners and giving learners the opportunity to share in decision making and set personal goals. Secondly, in the specific context of physical education, the ways by which a teacher can create a supportive, challenging and empowering environment. This will include reference to teaching skills and approaches that can make a positive contribution to this environment. Thirdly, and again in the specific context of physical education, the nature of the material/activities covered within the school curriculum and in extra-curricular time. Significant here is the need to develop movement patterns in the context of meaningful experiences, the provision of a range of types of activity and sufficient time for learners to experience real progress in respect of participation in each activity.

The central focus for translating physical literacy into practice is the need for teachers to radically change their practice. In doing so, they need to understand that their students have to learn to love being physically active as well as learn to value their participation in purposeful physical pursuits of their own choice, if they are to develop a commitment to such activities. Underpinning this focus is the recognition that this will entail a new dimension in their thinking. This dimension concerns the nurturing of the personal qualities of: (1) Empowerment and agency–to exercise their ability make choices and to control the procedures needed to achieve goals that the person values; (2) Autonomy – a state of personal independence and free from adult authority; (3) Responsibility–to realise the importance of taking responsibility for one's actions and recognise that individual's have a responsibility to enhance their health and well-being; (4) Imagination to see possibilities that will contribute to enriching their lives. Teachers have a tendency to view active lifestyles and health as “taken for granted” objects of learning in physical education without appreciating what they involve in practice. In the same way the promotion of personal qualities cannot be “taken for granted” as just a spin-off from teaching sport. The educational validity of their work needs to be spelt out for them in clear details. The second focus concerns clarity and diversity in pedagogical skills: (1) Engagement with content; (2) Engagement with all students: Practitioners need to learn HOW they can reach out, connect and draw out; (3) Establishing a relational pedagogy (building productive working relationships) with students; (4) Creating the idea of ‘Student Voice’ in Pedagogy. There is much to learn but first we need to spell out in detail how we can improve teaching.