Operationalizing physical literacy for learners： Embodying the motivation to move

Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interes...

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Bibliographic Details
Published inJournal of sport and health science Vol. 4; no. 2; pp. 125 - 131
Main Author Chen, Ang
Format Journal Article
LanguageEnglish
Published Elsevier B.V 01.06.2015
Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
Elsevier
Subjects
Extrinsic motivation
Intrinsic motivation
Motivation embodiment
Physical literacy
体育教学
心理倾向
概念学习
移动
识字
调控机制
身体
运作
Physical literacy
Intrinsic motivation
Motivation embodiment
Extrinsic motivation
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Summary:Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interest-based motivation. This point of view is consistent with vast amount of research evidence on children and adolescents＇ physical activity behavior. In the article I attempt to interpret and operationalize physical literacy from a perspective that children＇s motivation in physical education is both an innate mental disposition and an acquired/learned attribute. Particularly I rely on the conceptual learning theory and motivation regulation mechanisms of the self-determination theory to argue that in physical education, children should experience tasks that inspire them to embody competence and interest along with self-regulation strategies necessary for developing and sustaining the motivation to move.
Bibliography:31-2066/G8
Extrinsic motivation; Intrinsic motivation; Motivation embodiment; Physical literacy
Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interest-based motivation. This point of view is consistent with vast amount of research evidence on children and adolescents＇ physical activity behavior. In the article I attempt to interpret and operationalize physical literacy from a perspective that children＇s motivation in physical education is both an innate mental disposition and an acquired/learned attribute. Particularly I rely on the conceptual learning theory and motivation regulation mechanisms of the self-determination theory to argue that in physical education, children should experience tasks that inspire them to embody competence and interest along with self-regulation strategies necessary for developing and sustaining the motivation to move.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:2095-2546
2213-2961
DOI:10.1016/j.jshs.2015.03.005