Durden-Myers Elizabeth, Bartle Gillian
The School of Education, Bath Spa University, Bath BA2 9BN, UK.
The School of Education and Applied Sciences, The University of Gloucestershire, Cheltenham GL50 2RH, UK.
Children (Basel). 2023 Sep 4;10(9):1503. doi: 10.3390/children10091503.
(1) Background: Physical literacy is increasing in popularity across the world as a concept central to the promotion of lifelong engagement in physical activity across a multitude of sectors. The education sector has embraced physical literacy as a concept worthy of focus. Physical literacy literature is bold in its claim that physical literacy should be the foundation of physical education. The objective of this paper was to understand the value of physical literacy as the goal of physical education through the lens of the capability approach; (2) Positioning: This research adopted a post-qualitative sensibility whereby knowledge is decentered, favoring the inseparability of ethics, ontology, and knowledge (ethico-onto-epistemology); (3) Discussion: Throughout the discussion, traditional humanist examples are extended to include post-humanism perspectives to offer a more holistic and ecological appreciation of the relationship between capabilities, physical literacy, and physical education, using the ten capabilities of life, bodily health, bodily integrity, senses, imagination and thought, emotions, practical reason, affiliation, other species, play, and control over one's environment; (4) Conclusions: The paper concludes with the recommendation that the capabilities approach offers a valuable framework for the continued justification of physical-literacy-enriched physical education, which, when aligned, can help to shape the opportunities provided for children and young people in support of their holistic development and lifelong engagement in physical activity.
（1）背景：身体素养作为一个核心概念，在全球范围内越来越受到关注，它对于促进多个领域的终身体育活动至关重要。教育部门已将身体素养视为一个值得关注的概念。身体素养文献大胆宣称，身体素养应成为体育教育的基础。本文的目的是通过能力方法的视角，理解身体素养作为体育教育目标的价值；（2）定位：本研究采用了一种后质性的观念，即知识被去中心化，强调伦理、本体论和知识（伦理 - 本体 - 认识论）的不可分割性；（3）讨论：在整个讨论过程中，传统人文主义的例子被扩展，纳入了后人文主义的视角，以便利用生命、身体健康、身体完整性、感官、想象力和思维、情感、实践理性、归属、其他物种、游戏以及对自身环境的控制这十种能力，对能力、身体素养和体育教育之间的关系进行更全面和生态的理解；（4）结论：本文最后建议，能力方法为持续论证丰富身体素养的体育教育提供了一个有价值的框架，当两者结合时，有助于塑造为儿童和年轻人提供的机会，以支持他们的全面发展和终身体育活动参与。
