The Healthy Schools LAB will heighten awareness and understanding of issues and opportunities surrounding health and wellness in the K to PhD education system and contribute to the collective development of a healthy, active society.
We join our hero as he realizes it has been over 3 months since his last post…
Speaking of Physical Literacy Part 3: An Introduction to Physical Literacy Praxis
Right. So suddenly it is 2016. MARCH 2016! I am not sure how so much time went by since my last post – oh wait, I know – life! Life got in the way. And work. Definitely work. Anywho…
What follows is a lead in to a rough framework that explores the implementation side of physical literacy. The post is loosely based on a talk I gave on October 22, 2015 at the Manitoba Physical Literacy Summit ‘Moving it Forward’. As well, I am working with an exceptional graduate student to design and implement a research project that will use a similar framework in high school physical education (more on that later!). Here goes.
If you recall, the last post in this series was about experiences and stories. So, please consider this story of an experience (brilliant segue, what?)…
PE, recess and lunch were always my favourite subjects in school. Perhaps it was a connection to my life running around on the farm but I found it tough to adjust to school and sedentary life. Opportunities to be active during the school day were not only my favourite times, they were critical to who I was as a person. My problem on this particular school day began with the excitement of heading to the local church basement for PE and ended with a frightening experience no grade two-er should have. I never forgot my PE clothes and shoes. NEVER. This day was no different. I had my shorts. I had my t-shirt. I had my shoes. As we were changing in the tiny bathroom of the church basement, however, I realized I had forgotten something. My regular underwear. I had neglected to put briefs on under my long johns…
EDITORS NOTE: for those from more southerly climes, long johns are full coverage thermal underwear and completely necessary for about 8 months of the year where I live. Thank you.
…and was therefore in a bit of a conundrum. I couldn’t wear my shorts with my long johns, I couldn’t wear my shorts without my regular underwear. I agonized about it until everyone else left the change room and decided to just head out in my jeans and t-shirt so no one would know of my problem. Surely the PE teacher would understand? As I headed over to try and quietly explain my embarrassing dilemma to the enormous ex-football player who was my teacher, he stopped everyone and singled me out. “Doug, you forgot your gym clothes! Come over here!” I sheepishly slunk over to the centre of the basement and was ready to explain my situation when suddenly I was swept off my feet, lifted high into the air and pinned against the ceiling. “Why do you not have your gym clothes?!?” Three quick, relevant facts. Number one, there was no way I was explaining myself in front of the whole class. Number two, I could barely keep myself from peeing my pants, much less actually talk. Number three, I stutter badly when forced to respond verbally under pressure. Therefore, I said nothing except for a few stuttered grunts. After a little more uplifted condemnation fornot being changed, I was forced to sit out for the rest of the class. Although I kept a brave face for my friends, (“That was so cool how he lifted me up so high”) inside I was embarrassed, frustrated, mad and ultimately – helpless. (Gleddie & Schaefer, 2014, p. 9-10)
Now that you’ve read my story (thanks!) answer me this: Why would someone who underwent that sort of humiliation and embarassment go on to have a career in physical education? Why wouldn’t that experience have turned me off of physical education for life? John Dewey, the renowned education philosopher, would probably have answered the question somewhat like this:
Experience and education cannot be directly equated to each other. For some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience. (1938, p. 25)
I think that I had been ‘inoculated’ or ‘vaccinated’ with WAY too much educative experiences of movement and play to be turned off by one mis-educative experience – no matter how humiliating. Dewey went on to say that there are two key aspects to experience. The first is the immediate:
“Yes, this was good.” OR “No, this was not.”
The second aspect emerges when we consider the influence of the current experience on future experiences. Quite simply – I knew deep down in my soul that the one mis-educative experience with my long johns did not have the power to impact the future already set up by my countless educative experiences with movement and physical education. This idea is enormously important – now put it away for a moment and keep reading… Hopefully, you are already familiar with at least the definition of physical literacy if not the whole set of philosophical underpinnings (here’s a hint… It’s so much more than fundamental movement skills!). What I want to focus on, however, is physical literacy praxis. And no, I did not spell ‘practice’ wrong…
Etymology: From Ancient Greek πρᾶξις (prâxis, “action, activity, practice”)
Noun: praxis (plural praxes or praxises)
The practical application of any branch of learning.
(philosophy) The synthesis of theory and practice, without presuming the primacy of either. (en.wiktionary.org)
Love it! Take a closer look: the synthesis of theory and practice, without presuming the primacy of either. If you remember way back in the Travel Agents post, I quoted Margaret Whitehead as saying:
“Our mission or challenge is to do all we can to enable ALL to make progress on their individual physical literacy journey. (Whitehead, 2013)
This is PRAXIS! This is what physical educators can do with the theory! Or, as John Dewey put it,
“…upon them devolves the responsibility for instituting the conditions for the kind of present experience which has a favourable effect upon the future.” (Dewey, 1938, p. 50)
This is where my rough framework for physical literacy praxis fits in. Here is a visual to get you started.
We leave our hero as he realizes that this post is getting way too long… Hopefully, he doesn’t wait 3 months before the next one and leave us all hanging…
TO BE CONTINUED!
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