AUTHORS: Liz Durden-Myers and Emma Evans
Abstract
Purpose : Physical literacy is becoming a key framework for promoting physical activity across sectors globally, particularly in physical education. This research explores how this emerging concept can be operationalized through professional development (PD) and examines teacher perceptions of barriers and solutions to embedding physical literacy in practice.
Method : A 12-week PD participatory action research intervention was conducted in three U.K. schools (one primary and two secondary) with primary generalist teachers ( n = 3) and secondary physical education specialists ( n = 11). Semi-structured interviews captured teacher perceptions before, after, and 3 months post-intervention. Thematic analysis organized data on barriers and solutions.
Results : Teachers identified barriers in four areas: leadership and governance, management and institutional, individual, and philosophy and values. Solutions focused on raising physical education’s status and improving PD opportunities.
Discussion/Conclusion : The research highlights the influence of school cultures in developing physical literacy. Effective PD must consider these as well as real-life challenges to achieve lasting impact.
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