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The Concept of Physical Literacy and Its Importance

Year 2021, Volume: 32 Issue: 3, 109 - 122, 27.09.2021
https://doi.org/10.17644/sbd.858188

Abstract

TThe history of physical literacy, its philosophical background, various definitions, benefits and the stage of physical literacy were investigated. Studies related to physical literacy were examined in national and international literature. Based on researches, it was seen that Margaret Whitehead's work was taken as a reference in many studies. Whitehead, defined physical literacy as an ability that anyone can reach. In addition, Pot and colleagues emphasized that the concept of physical literacy has a strong philosophical basis. These philosophical grounds are explained as monism, existentialism and phenomenology. It is known that the educators' knowing the physical literacy philosophy well has an important factor in both understanding the concept and applying the concept of physical literacy in the field. It is observed that physical literacy has many individual and sociological benefits. For instance, the individual's being physically active improves the individual's motivation, self-confidence, self-awareness and social skills. Physically active individuals are seen to be healthier and as a reflection of this situation on the society, it is expected that there will be less health spending in the society. The concept of physical literacy is a dynamic process and continues throughout life. Studies have shown that the concept of physical literacy emerges in different forms at different age periods and that different stakeholders in human life are effective in these periods. Although the characteristics of these periods are basically the same, the concept of physical literacy emerges to meet different needs for individuals. In conclusion, the concept of physical literacy was examined and in the light of the obtained information, it was aimed to contribute to the limited Turkish literature on the subject.

References

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Bedensel Okuryazarlık Kavramı ve Önemi

Year 2021, Volume: 32 Issue: 3, 109 - 122, 27.09.2021
https://doi.org/10.17644/sbd.858188

Abstract

Bu çalışmada ulusal ve uluslararası alanyazında bedensel okuryazarlıkla ilgili yapılan çalışmalar incelenerek bedensel okuryazarlık kavramının tarihçesi, felsefi zeminleri, çeşitli tanımları, alt bileşenleri, faydaları ve bireylerin bedensel okuryazarlık gelişim dönemleri araştırılmıştır. Birçok çalışmada Margaret Whitehead’in çalışmalarının referans alındığı görülmüştür. Whitehead, bedensel okuryazarlığı herkesin ulaşabileceği bir kabiliyet veya yetenek olarak tanımlamıştır. Buna ek olarak Pot ve arkadaşları bedensel okuryazarlık kavramının güçlü felsefi zeminleri olduğunu vurgulamıştır. Bu felsefi zeminler monizm, varoluşçuluk ve fenomonoloji olarak açıklanmaktadır. Eğitimcilerin bedensel okuryazarlık felsefesini iyi bilmelerinin hem bedensel okuryazarlık kavramını anlamak hem de sahada bunları uygulamak için önemli bir yere sahip olduğu bilinmektedir. Bedensel okuryazarlığın faydalarına baktığımızda ise bireysel ve sosyolojik açıdan birçok yararı olduğu gözlemlenmiştir. Örneğin, bireyin fiziksel olarak aktif olması, bireyin motivasyonunu, öz güvenini, öz farkındalığını ve sosyal becerilerini geliştirmektedir. Ayrıca, aktif bireylerin daha sağlıklı oldukları görülmektedir ve bu durumun topluma yansıması olarak toplumda daha az sağlık harcamalarının olması beklenmektedir. Bedensel okuryazarlık kavramı dinamik bir süreç olup yaşam boyu sürmektedir. Araştırmalar bedensel okuryazarlık kavramının farklı yaş dönemlerinde farklı şekiller de ortaya çıktığı ve insan yaşamındaki farklı paydaşların bu dönemlerde etkili olduğunu göstermiştir. Bu dönemlerin özellikleri temelde aynı olsa da bedensel okuryazarlık kavramı bireyler açısından farklı ihtiyaçları karşılamaya yönelik olarak ortaya çıkmaktadır. Sonuç olarak, bu çalışmada, bedensel okuryazarlık kavramı incelenmiş ve elde edilen bilgiler ışığında konuyla ilgili sınırlı olan Türkçe alanyazına katkı sağlamak amaçlanmıştır.

References

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  • 3. Almond, L. (2013a). What is the value of physical literacy and why is physical literacy valuable? ICSSPE Bulletin–Journal of Sport Science and Physical Education, 65.
  • 4. Almond, L. (2013b). Physical literacy and its association with health. ICSSPE Bulletin–Journal of Sport Science and Physical Education, 65.
  • 5. Al-zandee, S.S.A., ve Ünlü, H. (2019). Ortaokul öğrencilerinin fiziksel aktivite egzersiz değişim davranışları ve beden eğitimi derslerine yatkınlıklarının incelenmesi. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 17(3), 100-118. https://doi.org/10.33689/spormetre.521319
  • 6. Balyi, I., Way, R., ve Higgs, C. (2013). Long-term athlete development. Human Kinetics.
  • 7. Bailey, R.P., Glibo, I., ve Koenen, K. (2019). Some questions about physical literacy. The International Journal of Physical Education, 54(4).
  • 8. Basoglu, U. D. (2018). The importance of physical literacy for physical education and recreation. Journal of Education and Training Studies, 6(4), 139-142. https://doi.org/10.11114/jets.v6i4.3022
  • 9. Bull, F.C., Al-Ansari, S.S., Biddle, S., Borodulin, K., Buman, M.P., Cardon G., ve diğ. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451-1462.
  • 10. Cale, L., ve Harris, J. (2018). The role of knowledge and understanding in fostering physical literacy. Journal of Teaching in Physical Education, 37(3), 280-287. https://doi.org/10.1123/jtpe.2018-0134
  • 11. Caldwell, H.A., Di Cristofaro, N.A., Cairney, J., Bray, S.R., MacDonald, M.J., ve Timmons, B.W. (2020). Physical literacy, physical activity, and health indicators in school-age children. International Journal of Environmental Research and Public Health, 17(15), 5367. https://doi.org/10.3390/ijerph17155367
  • 12. Castelli, D.M., Centeio, E.E., Beighle, A.E., Carson, R.L., ve Nicksic, H.M. (2014). Physical literacy and comprehensive school physical activity programs. Preventive Medicine, 66, 95-100. https://doi.org/10.1016/j.ypmed.2014.06.007
  • 13. Corbin, C.B. (2016). Implications of physical literacy for research and practice: A commentary. Research Quarterly for Exercise and Sport, 87(1), 14-27. https://doi.org/10.1080/02701367.2016.1124722 14. Demirtürk, F., Günal, A., ve Alparslan, Ö. (2017). Sağlık bilimleri öğrencilerinin fiziksel aktivite düzeyinin tanımlanması. Ergoterapi ve Rehabilitasyon Dergisi, 5 (3), 169-178. https://doi.org/10.30720/ered.428581
  • 15. Durstine, J.L., Gordon, B., Wang, Z., ve Luo, X. (2013). Chronic disease and the link to physical activity. Journal of Sport and Health Science, 2(1), 3-11. https://doi.org/10.1016/j.jshs.2012.07.009.
  • 16. Durden-Myers, E.J., Green, N.R., ve Whitehead, M.E. (2018). Implications for promoting physical literacy. Journal of Teaching in Physical Education, 37(3), 262-271. https://doi.org/10.1123/jtpe.2018-0131 17. Dünya Sağlık Örgütü. (2018). Diyet, fiziksel aktivite ve sağlık üzerine küresel stratejiler. https://www.who.int/dietphysicalactivity/pa/en/
  • 18. Edwards, L.C., Bryant, A.S., Keegan, R.J., Morgan, K. ve Jones A.M. (2017). Definitions, foundations and associations of physical literacy: A systematic review. Sports Medicine, 47(1), 113-126. https://doi.org/10.1007/s40279-016-0560-7
  • 19. Edwards, L.C., Bryant, A.S., Morgan, K., Cooper, S.M., Jones A.M., ve Keegan, R.J. (2019). A professional development program to enhance primary school teachers’ knowledge and operationalization of physical literacy. Journal of Teaching in Physical Education, 38(2), 126-135. https://doi.org/10.1123/jtpe.2018-0275
  • 20. Emadirad, E., Temple, B.W., Field, S.C., Naylor, P.J., ve Temple, V.A. (2021). Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls. Journal of Physical Activity and Health, 18(3), 318-324. https://doi.org/10.1123/jpah.2020-0296
  • 21. Ennis C.D. (2015). Knowledge, transfer, and innovation in physical literacy curricula. Journal of Sport and Health Science, 4(2), 119-124. https://doi.org/10.1016/j.jshs.2015.03.001
  • 22. Ensrud-Skraastad, O. K., & Haga, M. (2020). Associations between motor competence, physical self-perception and autonomous motivation for physical activity in children. Sports, 8(9), 120. https://doi.org/10.3390/sports8090120
  • 23. Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., ve Castillo, I. (2020). Examining early adolescents’ motivation for physical education: Associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 1-16. https://doi.org/10.1080/17408989.2020.1806995
  • 24. Fisher A., Reilly J.J., Kelly L.A., Montgomery C., Williamson A., Paton J.Y. ve diğ. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports & Exercise, 37(4), 684-688. https://doi.org/10.1249/01.mss.0000159138.48107.7d
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There are 67 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Articles
Authors

Hakan Taş 0000-0001-5154-2086

İrmak Hürmeriç Altunsöz 0000-0002-8570-196X

Publication Date September 27, 2021
Submission Date January 11, 2021
Published in Issue Year 2021 Volume: 32 Issue: 3

Cite

APA Taş, H., & Hürmeriç Altunsöz, İ. (2021). Bedensel Okuryazarlık Kavramı ve Önemi. Spor Bilimleri Dergisi, 32(3), 109-122. https://doi.org/10.17644/sbd.858188

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