A Conceptual Model of Observed Physical Literacy

Dean A. Dudley

Abstract


Physical literacy is a concept that is gaining greater acceptance around the world with the United Nations Educational, Cultural, and Scientific Organization (2013) recognizing it as one of several central tenets in a quality physical education framework. However, previous attempts to understand progression in physical literacy learning have been limited to preexisting knowledge and psychosocial and physical assessment instruments and have been proved to be less than complete in the understanding of this construct. The aim of this article was to present a unique conceptual model of observed physical literacy and establish an assessment rubric on which future assessment protocols may be based. Seminal definitions of physical literacy and numerous models of physical education instruction were reviewed to establish common core elements of physical literacy. These core elements were then viewed through a Structure of Observed Learning Outcomes (SOLO) taxonomy lens to establish an assessment rubric that may be applied to extend understanding of student learning within this construct. The established core elements of physical literacy and the application of the SOLO taxonomy provide a potentially useful tool for future assessment item development.


Keywords


Physical education; metacognition; assessment; SOLO taxonomy

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DOI: https://doi.org/10.18666/TPE-2015-V72-I5-6020

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