An Introduction and Deconstruction of the Meta P.E-3

Abstract

A new practical autonomy building approach through the instruction and acquisition of psychomotor skills is now functioning as an instructional affordance within education settings (Figure 1. Murray, 2008). Patented and manufactured in the US, this practical and explicit pedagogical tool follows a three step sequence and explicitly uses the learning domains as they pertain to physical literacy (Whitehead, 2010). In so doing, the deliberate pursuit of a higher order thinking process to attain and understand a healthful lifestyle with the acquired motor comprehension and competency is initiated. This is intended to provide the individual with the competency and awareness to maintain their future-based healthy endeavors when beyond the educational setting. The current paper deconstructs the new approach (progressed from a piloted paper-pencil method and employed in two countries) and its practical instruction as a learning tool for educators and learners. This formal introduction of the field based instrument intentionally precedes a supportive research series conducted within the public school setting (N = 1000) in South Texas in regards to physical education (P.E.) curriculum and structured physical activity (p.a.) time in schools across West London with pupils (N =800) spanning from elementary through secondary years. A brief overview of metacognition is presented.