Assessing physical literacy in health and physical education. Issue 2 (4th May 2021)

• Record Type: Journal Article
• Authors: Young, Lisa; O'Connor, Justen; Alfrey, Laura; Penney, Dawn
• Is Part Of: Curriculum studies in health and physical education. Volume 12:Issue 2(2021)
• Page Start: 156
• Page End: 179
• Publication Date: 2021-05-04
• Subjects: Physical literacy -- assessment -- health and physical education -- Bernstein -- physical education and sport pedagogy; Health -- Periodicals; Health education -- Periodicals; Physical education and training -- Periodicals; Health; Health education; Physical education and training; Electronic journals; Periodicals; 613.7071
• DOI: 10.1080/25742981.2020.1810582
• Languages: English
• ISSNs: 2574-2981

Abstract

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.