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Journal of Sport and Health Science 4 (2015) 108e112
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Unpacking the physical literacy concept for K-12 physical education:

What should we expect the learner to master?
E. Paul Roetert a,*, Lynn Couturier MacDonald b
a
SHAPE America, 1900 Association Drive, Reston, VA 20191, USA
b
State University of New York College at Cortland, Cortland, NY 13045, USA
Received 17 February 2015; revised 1 March 2015; accepted 1 March 2015
Available online 13 April 2015

Abstract

The term “physical literacy” is gaining traction in many countries and institutions as a goal for physical education. This paper explores the
concept of physical literacy and highlights the foundational work in this area, particularly that of Margaret Whitehead. The relationship of
physical literacy to physical education is also discussed with potential ramifications for teachers and learners who adopt physical literacy as the
goal of the subject area.
Copyright Ó 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

Keywords: Outcomes; Physical education; Physical literacy; Standards

1. Introduction The notion of physical literacy is not completely new to

our society. It has been referred to by a number of authors
Over the past few years, there has been a growing interest, over the years, but the concept was not systematically
worldwide, in the concept of physical literacy. In a global developed until early this century.3e6 Since that time, a
environmental scan of physical literacy, Spengler1 highlighted number of different interpretations of the concept of physical
10 countries that all recognize physical literacy either literacy have been put forth for consideration. The purpose of
explicitly or implicitly in their policies and programs. Seven of this paper is to “unpack” the concept of physical literacy, its
these countries ranked within the top 25 for obesity preva- role in PE, and the potential ramifications for K-12 teachers
lence. In countries such as UK and Canada, a number of new and learners.
major national programs have been developed to focus on this
relatively new concept. Canada may have the most compre-
hensive adoption of physical literacy and has incorporated the 2. Understanding physical literacy
concept into schools, national federations, and its long-term
athlete development programs. In fact, physical literacy has Margaret Whitehead has provided much of the philosoph-
been a key component of discussions about how sport, recre- ical foundation for our understanding of physical literacy,
ation, health, and physical education (PE) can help Canada starting with her 2001 paper entitled The Concept of Physical
deal with its growing problems of increased levels of physical Literacy.3 In this paper, as well as others to follow, Whitehead
inactivity and obesity.2 explains her strong commitment to the notion that human
beings are not made up of two separate aspects “body and
mind” (dualist), rather we should perceive the person as a
whole (monist), albeit with different dimensions.3,7,8 Others
* Corresponding author. have since adapted different definitions and interpretations of
E-mail address: [email protected] (E.P. Roetert) the concept to the specific needs of their programs, cultures,
Peer review under responsibility of Shanghai University of Sport. and countries. In fact, the US has incorporated physical

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Unpacking the physical literacy concept 109

literacy into its national standards and grade level outcomes to accomplish. It also places PE on a more level playing field
for K-12 PE.9 This resource references the definition put forth with other subject areas such as health, math, and music,
by Mandigo et al.,10 stating that physical literacy is “the ability which have adopted the term literacy.
to move with competence and confidence in a wide variety of
physical activities in multiple environments that benefit the 4. The content of physical literacy in PE
healthy development of the whole person”.
This definition is very much in line with the United Nations Whitehead has given considerable thought to the difficult
Educational, Scientific and Cultural Organization’s task of determining what content should be taught in PE to
(UNESCO) statement that the outcome of PE is a physically help students become physically literate.14 She identifies the
literate young person, who has the skills, confidence, and following elements as critical to developing students’ physical
understanding to continue physical activity throughout the literacy in PE programs (p. 56):
lifespan.11 Whitehead subsequently expanded UNESCO’s
definition by describing physical literacy as “the ability to 1. A positive attitude toward physical activity through having
identify, understand, interpret, create, respond effectively and experienced a sense of achievement and enjoyment in the
communicate, using the embodied human dimension, within a subject;
wide-range of situations and contexts. Physical literacy in- 2. The motivation and confidence to continue active partici-
volves a continuum of learning in enabling individuals to pation in physical activity;
achieve their goals, to develop their knowledge and potential, 3. Movement competence, commensurate with their physical
and to participate fully in their community and wider society.4 potential;
In Whitehead’s work, physical literacy is a lifelong process d 4. Experience of a range of movement activities;
a disposition that allows all individuals to pursue meaningful 5. Realistic self-knowledge and self-awareness enabling
physical activity throughout their lives, regardless of physical them to set appropriate personal goals in respect of
endowment.6 physical activity;
6. An understanding of the nature of movement and of the
3. The role of physical literacy in PE importance and value of physical activity as contributing
to a physically active lifestyle;
Several researchers have considered the relationship be- 7. An understanding of how to access physical activity
tween physical literacy and PE. Roetert and Jefferies,12 in beyond the school.
reviewing definitions of physical literacy, concluded that PE
develops physical competence so that all children can move Whitehead places special emphasis on the importance of
efficiently, effectively, and safely and understand what they are movement competency for physical literacy, especially in the
doing. The outcome, physical literacy, is an essential basis for basic (or fundamental) movement patterns which are the
children’s full development. Whitehead recognized that there foundation for more specific movement skills.14
may be some confusion concerning the relationship between Teachers have a multitude of physical activities to realize
physical literacy and PE and stated that physical literacy is not these goals. Murdoch and Whitehead14 acknowledge the dif-
an alternative to PE, nor is it in competition with PE. PE is a ficulty in making appropriate selections and suggest using
subject area in the school curriculum while physical literacy is groupings of activities with common characteristics, such as
the goal of PE, a goal that can be articulated and defended “adventure, esthetic and expressive, athletic, competitive,
with confidence to reveal the intrinsic value of physical fitness and health, and interactional/relational”. It is likely that
activity.5 some physical activities could belong in more than one
Margaret Talbot,13 in a presentation at the SHAPE America grouping, depending on their focus, but that is not really
National Convention and Expo, reinforced this perspective, consequential. The essential consideration is for students to
stating the outcome of PE is a physically literate young person, engage in activities from all the groupings, providing a breadth
who has the skills, confidence and understanding to continue of experiences in movement. These groupings provide both
participation in physical activity throughout the lifespan . PE structure and flexibility in curriculum offerings, allowing for
should be recognized as the basis of an inclusive civic cultural and geographical relevance in PE programs.
participation continuum over the full lifespan.
These researchers identify and acknowledge that physical 5. Operationalizing physical literacy in PE
literacy is the goal of PE. As such, it serves as the target of
instruction for teachers and contributes a critical aspect to SHAPE America, the largest organization of professionals
educating the whole child.5 Furthermore, the philosophical involved in school-based health, PE, and physical activity in
grounding (monist) of physical literacy validates embodiment the US, has found the arguments for physical literacy
as an important subject of study, with PE being the only compelling. During the recent revision of its national stan-
content within schools that provides a structure for students to dards and the development of grade-level outcomes, the or-
learn about this significant human dimension.6 From a prac- ganization adopted physical literacy as the goal of PE. In
tical standpoint, the concept of physical literacy helps teachers previous sets of standards, the goal was “to develop physically
articulate to learners and the general public what PE is trying educated individuals who have the knowledge, skills, and
110 E.P. Roetert and L.C. MacDonald

describe competencies at the end of PE, grade-level outcomes

were also developed to provide more specific targets for
learning throughout the educational process. Fig. 3 is an
example of the grade-level outcomes. The grade-level out-
comes were grounded in recent scholarly literature in motor
development, skill competency, motor learning, physical ac-
tivity, and student engagement and motivation. Taken together,
the goal of physical literacy, the five national standards, and
the grade-level outcomes are intended to operationalize the
concept of physical literacy and to provide a framework for
teachers to use in developing curricula and lesson plans. This
framework, which describes a comprehensive scope and
sequence, was published in 2014 as the National Standards
and Grade-Level Outcomes for K-12 Physical Education.9 It
Fig. 1. Definition of a physically literate individual from the SHAPE America defines the critical competencies that support the development
2014 national standards for K-12 physical education.9 of physically literate individuals.
The competencies selected for the outcomes for each grade
span (elementary, middle school, and high school) reflect their
confidence to enjoy a lifetime of healthful physical activity”.15 associated stages of motor development (emerging, applica-
This decision was made because physical literacy encom- tion, and lifelong utilization, respectively).16 At the elemen-
passes all the aspects of a physically educated person, with the tary school (grades Ke5), the emphasis is on foundational
additional benefits of providing parallel language with other skills, knowledge, and values. Of utmost importance are the
school subjects, a common purpose and strong rationale for PE fundamental motor skills, which form the basis for compe-
(Fig. 1).9 In addition, it can also be argued that “physically tence in movement patterns. Activities at the elementary level
educated” implies a finished product, while physically literate focus on motor skills and combinations, dance, gymnastics,
connotes a level of development that can be extended, an and small-sided practice tasks. At middle school (grades 6e8),
ongoing process according to an individual’s interests and the emphasis is on application of foundational skills, knowl-
capabilities.6 This is a noteworthy distinction for a profession edge, and values acquired in elementary school, with partic-
that seeks to foster physically active lifestyles throughout the ular attention to developmental changes associated with
lifespan. puberty (e.g., enhanced capability for abstract thought,
With physical literacy as the goal of PE, SHAPE America increasing importance of peer relationships with peers, and
revised its national standards to align with the key elements of physical differences related to gender). The middle school
the new goal (Fig. 2). Since standards are written broadly to outcomes take advantage of these changes by applying

Fig. 2. 2014 national standards for K-12 physical education.9

Unpacking the physical literacy concept 111

Fig. 3. Sample of middle school grade-level outcomes for standard.9

concepts, tactics, strategies, and responsible personal and so- Murdoch and Whitehead.14 The framework adopts physical
cial behaviors (as well as skills) in modified games and sports, literacy as its goal, establishes broad aims (or standards) to
fitness, and other physical activity groupings (outdoor pursuits, support that goal, and organizes the instructional content used
individual performance activities, dance and rhythms, and to meet that goal into movement categories. However, the
lifetime activities). SHAPE America framework has taken an additional step in
The high school outcomes center on lifetime physical ac- establishing grade-level outcomes in order to provide more
tivities, knowledge, and values. Lifetime activities include the details to teachers. Finally, the framework makes clear through
same groupings as middle school, but with fewer selections in the grade-level outcomes that the development of skill com-
games and sports. Specifically, invasion games are not part of petency is of the highest priority to further students’ progress
the high school outcomes due to their limitations as lifetime toward physical literacy, echoing the words of Whitehead.9,14
activities while fielding/striking games are left out because
they lack sufficient levels of moderate-to-vigorous physical 6. Ramifications for K-12 teachers and learners
activity. In the high school outcomes, special emphasis is
placed on fitness and physical activity program planning as There are many potential ramifications for teachers and
well as self-management skills to prepare students for partic- learners in adopting physical literacy as the goal of PE. For
ipation in adulthood.9 teachers, it should not come as a surprise that actualizing
The structure of the SHAPE America curriculum frame- physical literacy means implementing highly effective
work is very much aligned with the guidance offered by instructional strategies. For example, in order to help students
112 E.P. Roetert and L.C. MacDonald

fulfill their embodied potential, teachers will need to foster a PE’s message has been fractured by disparate conceptions of
mastery-oriented climate in their classrooms. A mastery- its purpose and meaning. The vision, physical literacy, upholds
oriented climate includes: the value of studying embodiment in schools as an essential
element of being human; provides support for a holistic edu-
 Creating deliberate practice tasks that challenge and cation; and allows us to educate others about our mission with
engage students; greater clarity. Physical literacy allows for an integration of a
 Maximizing the number of practice opportunities by using sound philosophical position with current scholarship from the
modified and small-sided practice tasks/games, limiting sub-disciplines in our field and best practices in teaching.
competition, and scoring tasks/games based on success in Perhaps most importantly, it addresses the needs of all learners
the learning objectives; in the dimension of embodiment.
 Spending sufficient time in deliberate practice to ensure PE has been remarkably resistant to change over the years.
acquisition of skill; Despite the best efforts of many professionals and university
 Differentiating instruction by ability grouping, planning teacher education programs, many PE programs seem unaf-
for task extensions and refinements, modifying space and/ fected by developments in the field.17 Far too many programs
or equipment, and teaching by invitation; are stuck in a model that does not support genuine learning or
 Including systematic assessment to track individual stu- the needs of most students. “Unpacking” physical literacy
dent learning. helps us define what learners really need to master and may
help the profession achieve the coherence and rigor needed to
These practices facilitate the development of movement be relevant in schools.
competency, are inclusive of all students, and reduce the
likelihood of disengagement in PE.9
Teachers may also need to alter the content they teach, References
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