Physical Literacy Co-ordinators and Active School Partnerships in Northern Ireland

Melanie McKee, Gavin Breslin, Tandy Haughey, Paul Donnelly

Research output: Contribution to journalArticle

Abstract

This article recognises the importance of the school context in the development ofphysical literacy by highlighting an examples of good practice, namely, the creation ofphysical literacy co-ordinators, and the opportunity to embed physical literacy within theschool setting through the establishment of a network of Active School Partnerships. Aparallel development, that of piloting of an assessment tool for physical literacy inNorthern Ireland, is discussed in an earlier paper in the Bulletin within the sectionAssessment of Physical Literacy. This article concludes with an acknowledgement thatthis aspiration would require co-ordinated collaboration within and between governmentdepartments and non-departmental public bodies, and should be accompanied bysustained funding and support for schools.
LanguageEnglish
Pages300-306
JournalJournal of Sport Science and Physical Education
Volume65
Publication statusPublished - 1 Dec 2013

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Physical Literacy Co-ordinators and Active School Partnerships in Northern Ireland. / McKee, Melanie; Breslin, Gavin; Haughey, Tandy; Donnelly, Paul.

Vol. 65, 01.12.2013, p. 300-306.

Research output: Contribution to journalArticle

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AB - This article recognises the importance of the school context in the development ofphysical literacy by highlighting an examples of good practice, namely, the creation ofphysical literacy co-ordinators, and the opportunity to embed physical literacy within theschool setting through the establishment of a network of Active School Partnerships. Aparallel development, that of piloting of an assessment tool for physical literacy inNorthern Ireland, is discussed in an earlier paper in the Bulletin within the sectionAssessment of Physical Literacy. This article concludes with an acknowledgement thatthis aspiration would require co-ordinated collaboration within and between governmentdepartments and non-departmental public bodies, and should be accompanied bysustained funding and support for schools.

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