Teacher perceptions of physical literacy informed physical education: the barriers and potential solutions

Durden-Myers, E.J ORCID: 0000-0001-7705-1138 and Evans, E (2025) 'Teacher perceptions of physical literacy informed physical education: the barriers and potential solutions.' Journal of Teaching in Physical Education. doi: 10.1123/jtpe.2024-0217

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). Semistructured interviews captured teacher perceptions before, after, and 3 months postintervention. 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.

Item Type:	Article
Keywords:	teacher professional development, improving teacher professional development opportunities, operationalizing physical literacy, physical literacy and physical education
Divisions:	School of Education
Date Deposited:	14 Apr 2025 13:09
Last Modified:	14 Apr 2025 13:09
ISSN:	0273-5024
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/17008

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