Physical Literacy II: Dynamic Systems

1. Dynamic systems theory

1.1.   Individual constraints (Learner)

1.2.   Task constraints

1.3.   Environment constraints

2. Physical Literacy - Theoretical underpinnings

2.1.   Confidence

2.1.1.  Vygotsky – Zone of proximal development

2.1.2.  Mastery-based learner progression

2.1.3.  Social factors

2.2.   Attitude

2.2.1.  Self-determination theory (Deci & Ryan)

2.2.2.  Personal and social responsibility (Hellison, Goleman)

2.3.   Knowledge

2.3.1.  Procedural knowledge of physical determinants of health

2.3.2.  Scope and sequence of core personal health/activity knowledge

2.4.   Competence

2.4.1.  Motor abilities - Fleishman

2.4.2.  Fundamental movement skills (FMS)

2.4.2.1. Locomotion skills of children: walk, run, jump, hop, gallop, slide and skip, etc.

2.4.2.2. Object control skills of children: throw, catch, kick, strike, punt, grasp, draw, etc.

2.4.2.3. Fundamental movement patterns: body space awareness, static and dynamic balance, body roll, rotations, etc.

2.4.3.  Functional movement skills

2.4.4.  Motor Development

2.4.4.1. Factors influencing motor development: direction, rate of growth, differentiation and integration, variability and readiness, critical and sensitive learning periods

2.4.4.2. Gentiles classification systems to daily physical activity

2.4.4.3. Principles of movement to physical activity: balance (static and dynamic), Newton’s law of inertia, action-reaction, open kinetic chain, stability, absorption and production of force, acceleration

2.4.4.4. Perceptual issues: vision, attention, information processing, speed accuracy paradox

2.4.4.5. Psycho-social considerations: arousal, self-esteem, social factors: race, gender, family context

3. Pedagogical considerations

3.1.   Physical literacy assessment tools

3.1.1.  Standardized vs authentic

3.1.2.  Pre- and post-assessment

3.1.3.  Assessment for learning, of learning, as learning

3.1.4.  Examples

3.1.4.1. Passport for life – PHE Canada

3.1.4.2. PLAY tools – Canadian Sport 4 Life (CS4L)

3.1.4.3. Canadian Assessment of Physical Literacy (CAPL)

3.2.   Models conducive to pedagogical thinking

3.2.1.  Constraints-led pedagogy

3.2.2.  Teaching games for understanding

3.2.3.  Sport education

3.2.4.  Gentile's taxonomy of progression

3.3.   Teaching tools

3.3.1.  Body scaling

3.3.2.  Progressions

3.3.3.  Peer-based modeling (mirror neurons)

3.3.4.  Error detection and correction of basic movements

3.3.5.  Feedback:

3.3.5.1. Video/visual

3.3.5.2. Augmented/direct

3.3.5.3. Timing

3.3.5.4. Knowledge of results vs process

4. Learner considerations

4.1.   Cognitive ability and executive function

4.2.   Jean Piaget -  stages of Cognitive Development

4.3.   Motor abilities (health/fitness and coordination/stability factors)

4.4.   Socio-emotional factors