Physical Literacy I: Foundations

1. Physical literacy (PL) introduction

1.1.   International Physical Literacy Association definition

1.2.   Sub-components operationalized:

1.2.1.  Competency

1.2.2.  Confidence

1.2.3.  Attitude

1.2.4.  Knowledge

2. North American context for physical activity/physical education and intervention

2.1.   Government of Canada standards

2.2.   Government of United States of America standards

2.3.   UN statements on PL and physical education

2.4.   Reports on physical activity levels in Canada

2.5.   BC ministry of education policies on physical education

2.6.   Characteristics, societal prevalence, and implications of activity related diseases

2.6.1.  Obesity

2.6.2.  Type II diabetes

2.6.3.  Osteoporosis

3.     Fundamental movement skills (FMS)

3.1.   Definitions

3.2.   Assessment

3.3.   Contextualizing in applied settings

3.4.   Limitations/challenges to the FMS concept

3.5    Environment and task considrations (enabling constraints and affordances)

4.     The components of physical fitness

4.1.  Health-related fitness including:

4.1.1.  Muscular strength

4.1.2.  Muscular endurance

4.1.3.  Cardiorespiratory (cardiovascular)

4.1.4.  Flexibility

4.1.5.  Body composition

4.2.   Components of skill-related fitness, including:

4.2.1.  Power

4.2.2.  Speed

4.2.3.  Agility

4.2.4.  Coordination

4.2.5.  Balance

4.2.6.  Reaction time

4.3.   Principles of fitness

4.3.1.  Overload, specificity and progression

4.3.2.  Reversibility and maintenance

4.3.3.  Dose and response

4.4.   Fitness prescription – Frequency, Intesity, Time, & Type

5.      Physical fitness skills and attitudes

5.1    Motivation

5.2.   Stages of health-behaviour change

5.3.   Factors that influence change in health behaviours

5.3.1.  Personal Factors

5.3.2.  Predisposing

5.3.3.  Enabling

5.3.4.  Reinforcing

5.4.   Self-management skills

6.      Physical literacy Assessment

6.1.   Standardized

6.1.1.  Physical and Health Educaiton Canada Passport for Life

6.1.2.  Canadian Sport 4 Life - PLAY tools

6.1.3.  Fitness assessment

6.1.4.  Skill assessment

6.2.   Authentic assessment

6.2.1.  Assessment as learning

6.2.2.  Individualized

7.      Applications of PL concepts to physical education curriculum

7.1.   Alternative curriculum models:

7.1.1.  Mastery-based models

7.1.2.  Fitness-based curricula (potential examples)

7.1.2.1. ABC Fit

7.1.2.2. PE for Life

7.1.3.  Play-based models

7.1.4.  Movement education

7.1.5.  Alternative environment/outdoor education

7.2.   Analysis of physical education lessons through the lenses of:

7.2.1.  Health-related fitness components

7.2.2.  Skill-related fitness components

7.2.3.  Principles of fitness

7.2.4.  Fitness prescription principles

7.2.5.  Quantity and quality of individual and group affordances for motor-skill development

7.2.6. National standards for physical activity and physical education