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ICSEMIS 2012 Glasgow Translating Physical Literacy into Practice

ICSEMIS 2012 Glasgow Translating Physical Literacy into Practice Dr. Len Almond Physical Education Consultant Formerly Foundation Director of the British Heart Foundation National Centre for Physical Activity and Health. Starting Point.

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ICSEMIS 2012 Glasgow Translating Physical Literacy into Practice

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  1. ICSEMIS 2012 Glasgow Translating Physical Literacy into Practice Dr. Len Almond Physical Education Consultant Formerly Foundation Director of the British Heart Foundation National Centre for Physical Activity and Health.

  2. Starting Point The key features of physical literacy need to be made accessible to the unformed and uninformed minds of young people as well as adults, whose ability to evaluate life plans and make choices about what to do with their lives is not yet developed or may not have been considered.

  3. If we are to promote Physical Literacy across the lifespan from the early years (0-5 years) to adults in later life (60 years and onwards), how we engage with individuals a matter of great concern.

  4. Enabling Conditions • Engagement with purposeful physical pursuits • Initiation into the very best of purposeful physical pursuits • Demonstration how engagement can enrich, transform lives and enhance the quality of one’s live through • Learning to love being active • Good experiences and better experiences for all young people • Making progress • Positive Environments that enable • successful engagement • learning to take place • motivation to engage

  5. Leading to • Learning to make informed choices • They need to acquire the power to make choices of a certain kind (informed and rational) and arrived at in a certain way (non-coercive and non-indoctrinatory). • This requires the allocation of sufficient time in the curriculum for young people to explore and recognise the constraints on their capacity to fit purposeful physical pursuits into their lives. • Making a Commitment • Puts aside time and makes the effort to engage • Seeks out opportunities regularly to take part in purposeful physical pursuits

  6. That generates a Commitment to engagement in purposeful physical pursuits and Physical Literacy that enriches lives and enables a person to flourish.

  7. Supported by • The pedagogical process is about: • Nurturing (creating a caring and positive learning environment) • Cultivating ways of engaging with young people, working together, shaping relationships, nourishing them. • Practical knowledge of: • Engaging and connecting with learners’ interest. • Simple basic instructions – they know exactly what to do • When to intervene and focus (or extend) the learning • Motivational strategies • When to move on, go back a step or two or completely change tack.

  8. Pedagogy of Engagement • Reaching out • Connecting (Establish a connection with individual students that enables learning to take place) • Engaging (Engage with them productively with enthusiasm and with empathy) • Drawing out (Draw them out with challenges that excite, engage their interest and allow them to develop with confidence.) • Stretch (Stretch their capabilities, interests, love of learning and love of being active.)

  9. Problem Posing How can we enable teachers to implement an authentic approach to Physical Literacy that informs their practice?

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