In my May article of “Positive Youth Development”, I introduced physical literacy and explained how it is the ability, confidence, and desire to be physically active according to the Aspen Institute’s report “Project Play, A Playbook to Get Every Kid in the Game” (3). I also expressed that physical education plays a large role in the development of self expression, but how did we come to conceptualize the word physical literacy? Countries all over the world have already started generating waves of enthusiasm when it comes to their research and application of making this concept a reality, and the United States is now calling upon organizations to ensure that our efforts are experienced on local and national levels. We are just getting started and the foundation is strong for us to build upon for many years to come. This journey of physical literacy began with Margaret Whitehead, the founder of this modern movement. I will begin to share various schools of thought that helped give birth to this concept and connect it to the “Force” from the movie Star Wars as an analogy to illustrate the significance of interaction with our surroundings. I will also mention several countries with their initiatives, and how we must be global-minded for our communities to flourish. The history of physical literacy dates back to the 1990’s. Margaret Whitehead recognized various debates surrounding education and the need for the improvement of quality of life issues in the United Kingdom. Philosophy was instrumental in the development of the physical literacy discussion because Margaret noted the premise of most educationalists and philosophers dealt with our embodiment expressed as self-realization, perception, concept development, language formation, rationality, emotion, and the development of interpersonal relationships (6). After much dialogue and study, it became clear to Margaret Whitehead that our embodiment through human experience is the basis of how physical literacy can transform into something the whole world can benefit from. Another key thought to mention is the inherent nature of our environment. Margaret expressed an interesting point when she stated that “a child does not develop independently from its surroundings” (6). Our human nature along with our environment are integrative; we must remember this if we are to improve the physical literacy in this country. So, with that being said, Margaret Whitehead defines physical literacy as the motivation, confidence, physical competence, understanding, and knowledge to maintain physical activity at an individually appropriate level throughout life (6). This is how we make philosophy practical; by applying our knowledge to purpose, or function — “The Force”. Physical literacy can also be described as the ability and motivation to capitalize on our motile potential to make a significant contribution to the quality of life (6). There is a common theme in physical literacy: motivation. Movement automatically motivates us because it is what we are designed to do, and to have an impact on the lives of others also.
The composition of our environment supplies what we need to function. In the movie “Star Wars”, there is a connection between the environment and those who are sensitive (aware) to the energy that has an impact, or collaborative effort on their thoughts, feelings, and movement — “The Force”. In physical literacy, the energy received based on our movement allows the body to move in different patterns needed for different life situations. As in the “Force”, we have an innate potential that helps us develop strength in various capacities so we can also be involved in activities of greater demand. The Aspen Institute’s report, mentioned earlier, list eight strategies to inspire our youth and the nation to meet long term challenges by having “pride in ownership” with this potential.
It is good to learn from the success of others. Collaboration means that there will always be a fresh outlook in anything ventured. The following countries listed share these accomplishments toward physical literacy awareness; (a) the development of its own definition of physical literacy, (b) initiatives that deliver physical literacy programs through sport and education, (c) initiatives with effective messaging strategies, (d) promotion of physical literacy efforts to policy makers to improve health care costs, (e) initiatives aimed at lower-income and undeserved populations through government-funded programs, (f) grassroots support to implement physical-literacy-based programs, (g) and assessment tools to measure he outcomes of physical literacy: Canada, Wales, England, Australia, New Zealand, Northern Ireland, Scotland, Netherlands, Venezuela, United States (1).
Our environment needs us, and we need our environment; physical literacy reestablishes the connection, the energy, the “Force”, that will enable us to lay a sound foundation of productivity for future generations.
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1. Aspen Institute. Physical Literacy: A Global Environment Scan. Washington D.C.: The Aspen Institute, 2015.
2. Chakravarthy M, Booth F. Eating, exercise and “thrifty” genotypes: connecting the dots toward an evolutionary understanding of modern chronic diseases. Journal of Applied Physiology. 2004; 96:3-10.
3. Farrey, Tom. Sport for All Play for Life: A Playbook to Get Every Kid in the Game. Sports & Society—The Aspen Institute (Washington D.C.). 26 January 2015. Web Pdf. 01 SEP 2015.
4. Pontzer, Herman. Constrained Total Energy Expenditure and the Evolutionary Biology of Energy Balance. ACSM’s Exercise & Sport Sciences Reviews. 2015; 43(3): 110-116.
5. Ribisl, Paul. Darwin Was Wrong: The Thrifty Genotype and Demise of the Fittest. ACSM’s HealthFitness J. 2004; 8(2): 19-21.
6. Whitehead, Margaret. Physical Literacy: Philosophical considerations in relation to developing a sense of self, universality, and propositional knowledge. www.physicalliteracy.org.uk. June 2007.
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