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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Published in | Journal of sport and health science Vol. 4; no. 2; pp. 125 - 131 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Elsevier B.V
01.06.2015
Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA Elsevier |
Subjects | |
Online Access | Get full text |
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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. |
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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 |