A clash of fundamental assumptions: Can/should we measure physical literacy?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The special issue of the Journal of Teaching in Physical Education (JTPE)1 on physical literacy (PL) has provided much needed information about measuring and assessing student learning in terms of the well-defined and yet abstract concept. Multiple authors have elaborated from diverse educational and psychometric perspectives on the development of the construct, the measurement model, and the assessment of the construct. In this attempt, many issues associated with the conception of PL were clarified and insightful information and arguments were brought forward. In this regard, the special issue has moved our understanding of the concept one step further. More importantly, it points to a possibility to actualize the teaching of the concept in physical education (PE).

Additional Information

Journal of Sport and Health Science, 9(2), 149-151
Language: English
Date: 2020
physical literacy, physical education

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