Assessing Physical Literacy in Health and Physical Education

Autor/inn/en	Young, Lisa; O'Connor, Justen; Alfrey, Laura; Penney, Dawn
Titel	Assessing Physical Literacy in Health and Physical Education
Quelle	In: Curriculum Studies in Health and Physical Education, 12 (2021) 2, S.156-179 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Lisa) ORCID (O'Connor, Justen) ORCID (Alfrey, Laura) ORCID (Penney, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2020.1810582
Schlagwörter	Multiple Literacies; Physical Education; Health Education; Student Evaluation; Evaluation Methods; Literature Reviews; Classification + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schulnote; Studentische Bewertung; Classification system; Klassifikation; Klassifikationssystem
Abstract	This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and framing, pointing towards enactment of PL that both tightens and narrows curriculum and pedagogic possibilities. Examples are also identified with weaker classification and framing. We conclude that PL and its assessment, "could" have a role to play in opening up the domains considered important for lifelong and life wide participation, across schooling and community, individually tailored to accommodate student ownership and voice. Or not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01