.png){kind=icon}
.png){kind=icon}
Return
Understanding Physical Literacy in the Indian Context: A Mixed-Method Study of Physical Education Teachers' Perspectives
.png){kind=icon}
PRE
AI
S
V
DOI：10.1123/jtpe.2025-0038.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Purpose: This study explores Indian physical education (PE) teachers' understanding, perceptions, and implementation of physical literacy (PL), addressing a significant gap in Indian literature. Method: The quantitative data were collected via a survey of 493 PE teachers across India (159 females and 332 males). Qualitative data were collected through 20 semistructured interviews conducted via the Zoom platform. Quantitative data were analyzed using descriptive statistics, and chi-square or Fisher's exact tests were applied where appropriate. Qualitative data were examined through reflective thematic analysis. Results: Findings reveal widespread understanding of PL; however, significant conceptual confusion persists, particularly regarding PE teachers' perception of its distinction from PE and its implementation strategies. Thematic analysis revealed three themes: (a) clarifying the meaning of PL, (b) teachers' perspectives on PL, and (c) challenges in implementing PL. Conclusion: Indian PE teachers show enthusiasm for PL but often lack conceptual clarity, limiting its classroom implementation. Strengthened professional development and contextually relevant resources are essential.
Keywords:
PE teacher perceptions
lifelong physical activity
teacher training
sports policy
curriculum gap
Journal
IF:
1.8
Papers:
75
Citations:
2.7K
Organization
Cited Papers