摘要
Physical literacy （PL）, as embodied within physical education （PE）, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. The purpose of this paper was to provide a discussion of how the pedagogical features of a contemporary pedagogical model, Sport Education （SE）, may be used to operationalize PL in PE and what empirical evidence currently exists to validate this claim. Substantial empirical evidence exists that the attributes associated with the development of PL （Whitehead, 2010） can be operationalized in PE with the effective implementation of the model. SE has distinct pedagogical features which positively contribute to many of the dimensions of PL and can further an individuals＇ journey towards greater PL and having an embodied self within PE. That stated, there remains concern that the context for this embodiment remains too narrow to be viewed as a panacea for the development of lifelong physical activity. SE must be developed as a connective specialism if these PL attributes are to transform the motivation and confidence for individuals to capitalize on their innate physical potential and make a more significant contribution to the quality of life.
体育教育中体现的"体育素养"认为学生无论具有任何能力都应终身保持体育运动,这一概念的重要性正在不断提高。本文旨在讨论运动教育这一现代教学模式的教学特征如何用于体育教育中以培养"体育素养",以及当前有哪些实证研究可证实这一观点。大量实证研究表明:与体育素养发展相关的属性能通过有效地应用这一模型在体育教育中实现(Whitehead,2000年)。运动教育具有鲜明的教学特色,能对体育素养各方面起积极作用,并可进一步使个人体育素养提高并通过自身在体育教育中得以体现。尽管如此,它仍然有自身的局限性,不能作为发展终身体育的"万能药"。如果这些体育素养的相关属性要将个人的动机和自信转化为其利用自身先天的潜能,并明显提升其生活质量,就必须将运动教育发展成为一门连接性的专门学科。
