scholarly journals How Is Physical Literacy Defined? A Contemporary Update

2018 ◽  
Vol 37 (3) ◽  
pp. 237-245 ◽  
Author(s):  
Cara Shearer ◽  
Hannah R. Goss ◽  
Lowri C. Edwards ◽  
Richard J. Keegan ◽  
Zoe R. Knowles ◽  
...  
Keyword(s):  
Physical Literacy ◽  
Philosophical Approach ◽  
Research And Practice ◽  
Literacy Initiatives ◽  
Core Elements

Physical literacy continues to gain global momentum, yet the definition and underlying concept of physical literacy remain contested in both research and practice. This lack of clarity has the potential to undermine the operationalization of physical literacy. This paper considers the various definitions of physical literacy that are currently adopted internationally. Physical literacy experts identified seven leading groups that have established physical literacy initiatives. Although each group is unified in using the term physical literacy, there are contrasting definitions and interpretations of the concept. Common themes were identified, including the (a) influence of physical literacy philosophy, (b) core elements of physical literacy, (c) lifelong nature of physical literacy, and (d) the need to scientifically pursue a robust operationalization of the concept. We conclude by recommending that programs relating to physical literacy should provide a definition, a clear philosophical approach, and transparency with how their actions align with this approach.

International approaches to the definition, philosophical tenets, and core elements of physical literacy: A scoping review

Prospects ◽  
2020 ◽  
Author(s):  
João Martins ◽  
Marcos Onofre ◽  
João Mota ◽  
Chris Murphy ◽  
Rose-Marie Repond ◽  
...  
Keyword(s):  
Scoping Review ◽  
Physical Literacy ◽  
Core Elements

scholarly journals Phronesis and Authenticity as Keywords for Philosophical Praxis in Teacher Training

Paideusis ◽  
2020 ◽  
Vol 16 (3) ◽  
pp. 15-32
Author(s):  
Finn Thorbjorn Hansen
Keyword(s):  
Teacher Training ◽  
Educational Research ◽  
Ethical Dimension ◽  
Philosophical Approach ◽  
Philosophical Perspective ◽  
Research And Practice ◽  
Teacher Student ◽  
Ontological Approach ◽  
Educational Guidance ◽  
Existential Dimension

This essay describes the growing interest in and use of concepts such as phronesis and authenticity in educational research and practice. While phronesis seems to be connected to the ethical dimension of education and educational guidance, the concept of authenticity seems to be connected to the existential dimension. This essay shows the relatedness between those two concepts and the relevance of an “existence philosophical” perspective on phronesis and authenticity. The author points to the importance of an ontological approach where phronesis and authenticity are understood as two ways of respectively sensing and understanding the Being-dimension. This existence philosophical approach opens up for a new kind of praxis of Philo-Sophia, which could be realized in teacher training, when the focus is on how to become more mindful and aware of the Bildung-process in education and guidance. The essay suggests that this Being-dimension can be approached through the emergence of Communities of Wonder between the teacher and teacher student in the classroom or guidance session.

Not at Imminent Risk

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 459-463
Author(s):  
Kate Monaghan ◽  
Martin Harris
Keyword(s):  
Early Intervention ◽  
Suicidal Ideation ◽  
Intervention Strategies ◽  
Group Method ◽  
Narrative Approach ◽  
Complex Issue ◽  
Research And Practice ◽  
Client Group ◽  
Types Of Information ◽  
Imminent Risk

Abstract. Background: Suicide is a pervasive and complex issue that can challenge counselors through the course of their careers. Research and practice focus heavily on crisis management and imminent risk rather than early intervention strategies. Early intervention strategies can assist counselors working with clients who have suicidal ideation, but are not at imminent risk, or with clients whose risk factors identify them as having a stronger trajectory for suicidal ideation. Aims: This systematic literature review examines the current literature on working with clients with suicidal ideation who are not at imminent risk, to ascertain the types of information and strategies available to counselors working with this client group. Method: An initial 622 articles were identified for analysis and from these 24 were included in the final review, which was synthesized using a narrative approach. Results: Results indicate that research into early intervention strategies is extremely limited. Conclusion: It was possible to describe emergent themes and practice guidelines to assist counselors working with clients with suicidal ideation but not at imminent risk.

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