Have you ever wondered how philosophy can influence how and what we facilitate? This overview by Pot et al illustrates how the philosophical underpinnings of physical literacy can be used to enhance our programs and interactions with children.



This article aims to give an overview of the philosophical foundations of physical literacy (monism, existentialism, and phenomenology) and to discuss how philosophy can be operationalized in physical education practice. When translated into physical education practice, the physical literacy philosophies give credence to the view that, in schools, physical education should not be considered as a subsidiary subject that is needed merely to refresh the mind for the cognitive subjects. The authors also highlight that the context in which activities take place should be challenging, realistic, and adaptable to the individual preferences and levels of attainment of the different learners. Often, these contexts go beyond the traditional competitive sports context. Drawing on these philosophies, physical education must be learner centred and provide situations in which learners can discover and develop their individual potential to stay motivated, condent, and competent for engagement in physical activities for life.


The full article is available here.