Physical literacy conceptions in teacher training: a longitudinal study

Area of Science:

• Physical Education Pedagogy
• Teacher Training Programs
• Lifelong Physical Activity

Background:

• Physical literacy (PL) is crucial for lifelong physical activity, requiring understanding by future physical education (PE) teachers.
• Effective implementation of PL in schools depends on how trainee teachers conceptualize it.
• This study longitudinally tracks the development of PL conceptions among trainee teachers in Spain.

Purpose of the Study:

• To examine the evolution of trainee teachers' conceptions of physical literacy (PL) over five years of initial teacher education.
• To identify how pedagogical training influences the understanding of PL among future PE teachers.
• To analyze the factors shaping trainee teachers' conceptual frameworks of physical literacy.

Main Methods:

• Longitudinal study with 397 students from two Spanish universities.
• Data collected across bachelor's and master's teacher training programs.
• Analysis of open-ended responses on 'physically literate student' using cluster analysis and regression (p < 0.05).

Main Results:

• Three conceptual profiles emerged: Enjoyment-Oriented, Performance-Centred, and Competence-Driven.
• Significant shift observed from enjoyment/personal competence towards motor competence and performance attributes (p < 0.05).
• Lifestyle habits and maternal education predicted cluster membership.

Conclusions:

• Initial teacher education may promote performance-oriented views of physical literacy.
• Curricula should balance physical, cognitive, and affective dimensions of PL.
• Further research needed to ensure holistic understanding and implementation of physical literacy in schools.