Erica Ranzato, Andrew Tolmie, Jo Van Herwegen
The Home Learning Environment of Primary School Children with Down Syndrome and those with Williams Syndrome
Brain sciences
recent years call restructure physical education pe practices outcomes physical literacy enriched pedagogy approach would support change intentional design lesson planning includes concurrent development competence confidence inclusion students levels ability leading holistic development student despite potential little research date outlines pe pedagogical practices physical literacy foundation purpose explore pedagogical practices perspectives elementary pe teachers physical literacy enriched pedagogy lens highquality pe context oneonone semistructured interviews conducted convenience sample elementary pe teachers within one school division interviews participants focused questions related pe physical literacy thematic analysis used analyze data collected audiorecorded interviews four themes generated based semistructured interviews six elementary pe teachers one school division results identified key physical literacy enriched pedagogical practices based four themes supporting holistic pe experience based upon physical literacy outcome movement within beyond pe inclusive individualized experiences physical literacy practices bringing school community together findings connected physical literacy cycle unesco components quality pe participants spoke pedagogy focused holistic development inclusion students based upon activation various feedback pathways physical literacy cycle themes emerged subsequent insight gained teachers went beyond existing physical literacy cycles particular discussing development students cognitive affective social creative problem solving perspectives supporting expansion existing physical literacy cycle presented