Looks Like, Feels Like, Sounds Like: Expectations of Physical Literacy Learning and Growth for All S
As the Physical Education and Health (2018) curriculum quotes:
“Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement. They are able to demonstrate a variety of movement confidently, competently, creatively and strategically across a wide range of health-related physical activities. These skills enable individuals to make healthy, active choices throughout their life span that are both beneficial to and respectful of themselves, others, and their environment.” (Mandigo, Francis, Lodewyk, Lopez, 2009, p. 28).
My observations in classes and in public spaces are that of children being glued to their screens, often seeking the comfort of their devices rather than face-to-face interactions. Even the simple act of the walking to school is being diminished with parents dropping off their child to the front doors. This is supported in the ParticipACTION (2018) document that gave Canada an overall failing grade of D+, specifically Physical Literacy receiving a “D+ with only 38% of 8 -12 year-olds meeting or exceeding the minimum level assessed by Canadian Assessment of Physical Literacy” (ParticipACTION, 2018, p. 6 -7). As a Primary and Junior teacher, building the skills and providing the support to our young learners is crucial in building the foundation for lifelong learning and development of their own physical literacy.
Within our class, the activity of the Evolution: Rock, Paper, Scissors emphasized that all our students come into the physical education space with varied levels and degrees of confidence and skills. This is where the “Looks Like, Feels Like, Sounds Like” expectations chart was illuminating. The chart can be a great entry point in establishing a respectful, safe, and engaging learning environment. Each student’s physical journey is different, but as a class we will support each other. As the H&PE curriculum (2018) states “ the readiness of students to learn will depend on their individual physical and emotional development” (p. 6). Outside of Phys. Ed. there are many opportunities for students to self-reflect and practice other literacies. Giving students strategies and co-constructed expectations to check in on themselves physically and emotionally is just a significant just as important as their ability to understand how they think. For example, posing questions about safety or check-ins like the cardio-respiratory talking test (OME, 2018). These strategies can help students understand what they need to change and how to change it in order to live a healthy life. This critical and creative thinking is supported by the Ontario document with the living skills and sense of “becoming” (OME, 2018). Overall, physical literacy is both understanding what you can do but also understanding what you can do to do better or to challenge yourself and that requires some risk taking.
Ontario Ministry of Education (re-issued 2018). Grades 1-8: Health and Physical Education Interim Edition
ParticipACTION. (2018). Canadian kids need to move more to boost their brain health: The ParticipACTION Report Card on Physical Activity For Children and Youth https://www.participaction.com/sites/default/files/downloads/2018_participaction_report_card_- _highlight_report_0.pdf
