Pedagogical constraints of physical literacy based on cognitive load theory
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Pedagogical constraints of physical literacy based on cognitive load theory Dean Dudley1 · Hayley Dean2 · John Cairney3 · Penny Van Bergen1
© UNESCO IBE 2020
Abstract While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s life lies with the acquisition of physical literacy. This article examines how the process of cognitive learning attributed to physical literacy can be understood in light of the constraints of cognitive load. It provides a series of pedagogical considerations that could be implemented to ensure that the learning that leads to lifelong physical activity is supported through cognitive load theory (CLT). Keywords Load reduction instruction · Cognitive load theory · Working memory · Lifelong learning Many governmental, non-governmental, and intergovernmental agencies around the world are investigating the potential of physical literacy. A recent scoping review of international perspectives of physical literacy reports that it is being used in policy documents across at least eight countries and spanning not only education but also the sport participation and public health sectors as well (Martins et al. 2020). The philosophical premise of physical * Dean Dudley [email protected] Hayley Dean [email protected] John Cairney [email protected] Penny Van Bergen [email protected] 1
Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia
2
Faculty of Education, University of New South Wales, Sydney, NSW 1466, Australia
3
School of Human Movement and Nutritional Science, University of Queensland, Brisbane, QLD 4072, Australia
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literacy in the simplest terms is that everyone has the potential to learn to value, develop and maintain positive physical activity behaviours for life. Against a growing appetite for physical literacy in the health sector, Cairney and colleagues (2019) recently positioned physical literacy as a primary determinant of health and disease. The Cairney model describes physical activity behaviour as being mediated by the positive physiological, psychological and social adaptations that result from acute and chronic exposures to physical activity, and the potential moderating (interactive) effects of both individual level and social/environmental conditions on the process. Their cyclic depiction of the associations among the core constituents of the model emphasizes the positive cycling engagement that links physical/motor competence to its affective and behavioural/motivational elements. However, within the Cairney et al. (2019) model, knowledge has been placed outside this cycle and is connected to it by bi-directional arrows. The authors state that by arranging the model in this way, they are emphasizing that knowledge not only arises as an outcome of the process of the cycle of engagement but can influence positive engagement as well. The Cairney et al. (2019) int
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