Developing physical literacy in school children: from the perspective of teachers in physical education and health

Abstract: Physical literacy (PL) is defined as the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement inphysical activities for life. The concept has become more prominent during recent years and has also inspired the latest curriculum for physical education and health (PEH) in Sweden. There has not yet been many empirical studies on the concept. The aim of this study was to explore elementary school PEH teachers’ knowledge, understanding and application of the psychological domains of PL. Five PEH teachers working with school children in grades 1-3 were interviewed and the data was analyzed using thematic analysis. Results showed that the teachers were used to teaching knowledge and understanding, and they had strategies to foster confidence but did not have the same systematic approach or understanding of motivation. In addition, the teachers emphasised emotions and social relations as important dimensions in PEH. The implications of this study is that there is a foundation for letting PL influence PEH in Sweden to a greater extent but there are also challenges to this aspiration. More empirical research on implementation of PL is needed.