This book offers an ecological conceptualisation of physical literacy.
Re-embracing our ancestry as hunter gatherers we gain a new appreciation
and understanding of the importance of play, not only in terms of how
children learn, but also in showing us as educators how we can lay the
foundations for lifelong physical activity. The concept of physical
literacy has been recognised and understood throughout history by
different communities across the globe. Today, as governments grapple
with the multiple challenges of urban life in the 21st century, we can
learn from our forebears how to put play at the centre of children's
learning in order to build a more enduring physically active society.
This book ** examines contemporary pedagogical approaches, such as
constraints-led teaching, nonlinear pedagogy and the athletic skills
model, which are underpinned by the theoretical framework of Ecological
Dynamics. It is suggested that through careful design, these models,
aimed at children, as well as young athletes, can (i) encourage play and
facilitate physical activity and motor learning in children of different
ages, providing them with the foundational skills needed for leading
active lives; and (ii), develop young athletes in elite sports
programmes in an ethical, enriching and supportive manner.
Through this text, scientists, academics and practitioners in the
sub-disciplines of motor learning and motor development, physical
education, sports pedagogy and physical activity and exercise domains
will better understand how to design programmes that encourage play and
thereby develop the movement skills, self-regulating capacities,
motivation and proficiency of people, so that they can move skilfully,
effectively and efficiently while negotiating changes throughout the
human lifespan.
