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Physical literacy is a term that is becoming more and more prominent in both physical education and sport domains. It is prominent, for example, in the new Ontario physical education curriculum (2010) and Sport Canada's L·^ Term Athlete Devehpment Model (2008). This paper highlights the need to measure or assess "physical literacy" in children in order to understand the state of physical literacy in Canadian children, evaluate the effectiveness of these new programming initiatives, and identify gap areas where more resources are needed.
Le savoir-faire physique est un terme qu'on voit de plus en plus souvent dans les domaines de l'éducation physique et du sport. À titre d'exemple, il revient fréquemment dans le texte du nouveau programme-cadre en éducation physique de l'Ontario (2010) et dans k Modele du développement à long terme de l'athlète (2008) de Sport Canada. Cet article souligne la nécessité de mesurer ou d'évaluer le « savoir-faire physique » des enfants pour faire L· point sur l'état du savoir physique chez les jeunes du Canada, pour évaluer l'efficacité des nouveaux programmes fondés sur le savoir-faire physique et pour cerner les lacunes à combler à l'aide de ressources additionnelles.
Background
Physical literacy, as a concept, is the "new kid on the block" and provides a fresh springboard from which a renewed emphasis on physical education can emerge. Many diverse definitions of physical literacy have been forwarded (Haydn-Davies, 2005$ Lloyd, Colley, & Tremblay, in press; Lloyd & Tremblay, in press; Mandigo, Francis, Lodewyk, & Lopez, 2009; Maude, 2001; National Summit on Physical Education, 2005; Penney & Chandler, 2000; Sport Canada, 2008; Whitehead, 2001, 2007), and although similarities are evident in all these definitions, no agreement is evident. In fact, a recent poll found that only 17% of Canadians are even aware of the term "physical literacy" (Decima Research, 2008). The general concept and term is appealing, and when well defined and measurable, helps to better position physical education within the school-based education context. Mandigo et al. (2009) indicate, "the Ontario Ministry of Education is set to launch a new Health and PE Curriculum in 2009 that envisions a generation of physically literate students" (p. 30). If physical literacy is to become a key outcome of physical education curricula, which we firmly believe should...