Physical Education is a curriculum and instruction model with appropriate developmental teaching strategies. The education sub-discipline teaches specific content and know-how that trained sport professionals apply. Since 1993, Physical Literacy has explicitly communicated the intent or purpose of Physical Education programmes, particularly those designed for children.
The International Physical Literacy Association (IPLA), whose mission is to facilitate and support the adoption and promotion of physical literacy in communities worldwide, describes Physical Literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.”
Physical literacy is behavioural. It is an action-oriented, self-initiated, and self-sustaining change that may be influenced by exposure to credible sports information.
PL and Reading in the
Elementary Curriculum
In the same way that educators promote reading as a universal life skill, physical education reform now emphasises physical literacy as an outcome for Physical Education programmes targeting children. Given what science tells us about what movement does to brain development, motivation, and mood, imagine the benefits to young children of promoting physical literacy alongside reading.
Instead of treating these two critical life skills as separate and unrelated, reading and physical education teachers in primary schools should consider co-planning and co-teaching selected units as strategies for motivating young reluctant readers and movers. The Busy Body Book: A Kids Guide to Fitness is a picture book that guides children to find out how the muscles, lungs, heart, and brain work together to produce movement. Children will also learn exciting ways to stay active.
Get Up and Go by Nancy Carlson is another teaching resource that integrates reading and Physical Literacy. The story will also motivate children to love their bodies, no matter the size or shape, and care for them through regular movement.
Emphasising the “E”
in Physical Education
The frequency of post-COVID local, national, and international sporting events, galas, and awards may have shifted attention from the status of Physical Education in the Caribbean.
Researcher Mikael Quennerstedt, from the School of Health Sciences in Sweden, laments the emphasis on Physical in Physical Education and the de-emphasis of the E in Physical Education. In other instances, the writer notes, heavy focus on metrics such as activity levels and heart rates supersede education.
Though the writer referred to Physical Education in Australia, an observation that may resonate with sports education in the Caribbean is the “over-academisation” of sports education.
This may be done to dispel the perception of Physical Education being an area of study for low-achieving or average students. Physical Education is offered as a Caribbean Secondary Education Council (CSEC) and Caribbean Advanced Proficiency Exam (CAPE) subject for secondary school students.
PE can be studied at teachers and sports colleges in the region. In addition, specialised sport education studies such as Sports Coaching and Sport Kinetics are taught at Caribbean universities.
As sports curriculum are never static, it may be time to examine the balance between content knowledge and behaviour change or whether physical education contributes to more physically literate citizens as measured by their behaviour.
Dr Claudette Coote-Thompson is Curriculum Development Specialist in the Faculty of Sport, Dean’s Office, Mona campus and can be contacted at claudette.cootethompson@uwimona.edu.jm
