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Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs?

Author

Listed:
  • Lisa M. Barnett

    (Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong 3220, Australia)

  • Rea Dennis

    (School of Communication and Creative Arts, Deakin University, Geelong 3220, Australia)

  • Kate Hunter

    (School of Communication and Creative Arts, Deakin University, Geelong 3220, Australia)

  • John Cairney

    (School of Human Movement and Nutrition Sciences, University of Queensland, St Lucia 4067, Australia)

  • Richard J. Keegan

    (Research Institute for Sport and Exercise (RISE), Faculty of Health, University of Canberra, University Drive, Bruce 2617, Australia)

  • Inimfon A. Essiet

    (School of Health and Social Development, Deakin University, Geelong 3220, Australia
    Centre for Sports, Exercise and Life Sciences (CSELS), Faculty of Health and Life Sciences, Coventry University, Coventry CV1 5FB, UK)

  • Dean A. Dudley

    (Macquarie School of Education, Macquarie University, Sydney 2109, Australia)

Abstract

The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide examples of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program examples, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy.

Suggested Citation

  • Lisa M. Barnett & Rea Dennis & Kate Hunter & John Cairney & Richard J. Keegan & Inimfon A. Essiet & Dean A. Dudley, 2020. "Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs?," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4497-:d:375064
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    References listed on IDEAS

    as
    1. Matthew Y. W. Kwan & Jeffrey D. Graham & Chloe Bedard & Emily Bremer & Cierra Healey & John Cairney, 2019. "Examining the Effectiveness of a Pilot Physical Literacy–Based Intervention Targeting First-Year University Students: The PLUS Program," SAGE Open, , vol. 9(2), pages 21582440198, May.
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