Abstract
© 2020 Australian Council for Health, Physical Education and Recreation. This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and framing, pointing towards enactment of PL that both tightens and narrows curriculum and pedagogic possibilities. Examples are also identified with weaker classification and framing. We conclude that PL and its assessment, could have a role to play in opening up the domains considered important for lifelong and life wide participation, across schooling and community, individually tailored to accommodate student ownership and voice. Or not.
RAS ID
32087
Document Type
Journal Article
Date of Publication
2021
ISSN
25742981
Funding Information
Australian Government Research training Program (RTP) Monash University Australia
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Publisher
Taylor and Francis
Comments
Young, L., O’Connor, J., Alfrey, L., & Penney, D. (2021). Assessing physical literacy in health and physical education. Curriculum Studies in Health and Physical Education, 12(2), 156-179. https://doi.org/10.1080/25742981.2020.1810582