ABSTRACT

This chapter answers the question ‘What does physical literacy look like?’ in the context of instances of practitioners working with participants. The stage is set by looking at the way that the philosophical underpinning of the concept of physical literacy impacts on all managed physical activity settings. There are three areas to look at, these being the content/material of sessions, the selection of pedagogical approaches used, and the overall ambience of the sessions. The chapter then considers how working to an aspiration of developing physical literacy has implications for the nature of planning sessions and for the design of programmes or opportunities for activity. The chapter concludes with an annex that considers specific recommendations relevant to particular groups of participants. These recommendations build from the basic principles set out in the body of the chapter, but are more practical in their description. The groups identified are: parents and carers of preschool children; teachers and parents of primary school children aged 5 to 10–11 years; teachers of physical education at secondary level with learners aged 11 to 16–18 years; practitioners involved in coaching; practitioners working with participants with particular needs; personnel in the leisure industry; and practitioners working with the older adult population.