Exploring Strategies to Enhance Physical Literacy in the school setting and Beyond

Abstract

Models based practice (MbP) "Models-based practice (MbP) is presented as an alternative to traditional multi-activity, sport technique-focused physical education" (Casey & Kirk, 2024, p. 12), alongside other teaching and learning approaches. In this study, MbP serves as a framework for shaping PCK through the lens of physical literacy (PL) concepts. PL Concepts experienced and evaluated across the semester were mostly situated in the medium level of abstraction of the physical literacy ladder (Young et al., 2019). Affective, physical, and cognitive domains were progressed and evaluated in summative ways that align with New Mexico Physical Education state standards. In the current study, MbP is used to consider possibilities to connect school and home activities using critical thinking (implicitly e.g., through DI and explicitly through MI) to underpin the pedagogical approach. If the learning journey within PE is inherently complex (Jess, Keay & Carse, 2014), how does this complexity extend beyond PE and formal school provision, particularly during summer holidays? Casey and Kirk position MbP positively: organising program design, serving in their localization, navigating the breadth of provision, and incorporating co-construction with PE stakeholders (2024). This current approach positions MbP as a connector to ready students from the continuity of curriculum structured PE (twice weekly) in school session, out to summer vacation.