Knowledge, transfer, and innovation in physical literacy curricula

Area of Science:

• Physical Education
• Knowledge Application
• Innovation in Learning

Background:

• Literate individuals apply knowledge and skills in new situations.
• Knowledge is fundamental to physical literacy, guiding performance.
• Historical scholarship since the 1930s has focused on knowledge in physical education curricula.

Purpose of the Study:

• To argue that physical literacy encompasses more than just performance knowledge.
• To propose that physical literacy includes the ability to apply knowledge and innovate.
• To highlight the historical and contemporary emphasis on knowledge in physical education.

Main Methods:

• Literature review of scholarship on knowledge in physical literacy.
• Analysis of historical and contemporary interdisciplinary physical education curricula.
• Conceptual argument for an expanded definition of physical literacy.

Main Results:

• Physical literacy requires not only knowing but also applying knowledge.
• The ability to use knowledge for innovation is a key component of physical literacy.
• Interdisciplinary curricula like 'Science, PE, & Me!' and 'The Science of Healthful Living' reflect this emphasis.

Conclusions:

• Physical literacy should be defined to include knowledge application and innovation.
• Educational curricula should foster the ability to use knowledge creatively.
• A comprehensive understanding of physical literacy supports lifelong learning and adaptation.