Physical Literacy: Practitioner and Learner Concurrent Journeys. An exploration of perceptions, experiences and resultant intentions for the future, holistic informed practice of generalist, pre-service primary school teachers.

This thesis considers the concept of physical literacy (PL), from a holistic perspective, in the context of Initial Teacher Education (ITE) within Higher Education (HE). It argues the difference an understanding of the holistic nature of the concept can make to non-specialist (PE) trainee teachers as they learn to teach physical education (PE). The concept of PL (Whitehead, 2001) resonates with me significantly and this Professional Doctorate in Education has its foundations in my professional life and work through a commitment to improving academic inputs and strategies aligning PE with the broader concept of PL. The study draws upon literature from education and health, with a subdiscipline of physical education. Themes explored in the literature review include the holistic nature of physical literacy (Pot, Whitehead and Durden-Myers, 2018); physical activity and health (Rudd, Pesce, Strafford and Davids, 2020); curricula around physical education, health and wellbeing (Murray and Adams, 2019) and physical education, pedagogy, health and physical activity (Harvey and Pill, 2019). Themes are situated under an overarching conceptual and analytical case for change, representing a perception that a change to thinking is required with alternative approaches to engaging learning in physical education, and increasing levels of physical activity offered by the holistic concept of physical literacy. The central question to address through the research is how do trainee teachers’ perceptions and experiences around PE align to the concept of PL, and how does enhancing their knowledge and understanding of the concept might impact upon their intention to embed a PL approach into their practice? The research draws upon the experiences of primary education initial teacher trainees as they engage in learning to teach physical education. I endeavour to identify how a module contributes to successfully engaging trainees with the concept of physical literacy which is broader and more holistic than physical education. This research adopts interpretivist and constructivist methodology with both qualitative and quantitative methods utilised. A case study approach is used utilising questionnaires, a module workshop, reflective logs with final pledges and intentions. The sample was a cohort of trainee teachers (n=29) in one university in Wales accessing a PE module. This module was as part of their ITE Post Graduate Certificate in Education (PGCE) Primary Education, with Qualified Teacher Status (QTS) programme. The key themes presenting from the research findings do not deviate far from the underpinning philosophies of the concept of physical literacy (Whitehead, 2001) highlighting the importance of physical literacy and what the holistic concept offers (monism); the significance of previous experiences (existentialism); concurrent physical literacy journeys (practitioner journey / learner journey) and an impact on practice (phenomenology). This research proposes that a deeper and systematic understanding of the concept of physical literacy is a starting point for physical literacy informed practice and an intention to implement. This research advocates confidence in the concept rather than a rush to operationalise without a deeper understanding, resulting in segregation of its components.