Journal
AUSTRALIAN JOURNAL OF TEACHER EDUCATION
Volume 44, Issue 6, Pages 53-68Publisher
EDITH COWAN UNIV
DOI: 10.14221/ajte.2018v44n6.4
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While the known health impacts of sedentary lifestyles have focused attention on children's outdoor activity, the development of their physical literacy - the physiological, social, cultural, cognitive, expressive, and psychological dimensions of their physicality - is much less in focus. Developing children's physical literacy is embedded in the Early Years Learning Framework and Primary curriculum: Health and Physical Education, and the performing arts subjects within The Arts. This study asks How well prepared are pre-service teachers to implement a program that contributes to developing children's physical literacy? This mixed methods study includes an environmental scan of BEd courses at 12 Australian universities; and at one university, a content analysis of units, a review of 227 students' practicum records, and an online survey of 57 pre-service teachers. The study finds that pre-service teachers are generally well-informed, committed and confident but have limited diagnostic and practical pedagogical skills to effectively develop children's physical literacy.
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