Exploring Strategies to Enhance Physical Literacy in the school setting and beyond: critically thinking ways to extend physical literacy in and out of school session

Exploration of metacognition in physical activities in and out of the school setting was undertaken. The value of critical thinking in learning and facilitation of activity was reviewed in of itself, and in relation to curriculum standards on physical education.
Therein MbP, Model Based Practice, is presented as an alternative to traditional multi-activity, sport technique-focused physical education (Casey & Kirk, 2024;12). In the study reported, MbP served as a framework for shaping the design of programmes intended to develop critical thinking around physical literacy. The Direct Instruction (DI) Model (Oberteuffer & Ulrich, 1962; Engleman, 2008; Stockyard et al, 2018) was used to sequence activity, and contextualised by Mosston and Ashworth's (2008) direct teaching styles. In this way aspects of the participation experience, and its instructional delivery were revealed to provide opportunity to embed the antecedents into curriculum. Antecedents of a time-phased framework to depict and deconstruct a learning experiential cognition were implicitly accounted for. The emergence of the bespoke temporal-based METAPE-3 model for physical education settings (Murray & Napper-Owen, 2021) yielded the possibility to demarcate learner intention and reflection. The METAPE-3 was deployed to encourage explicit connection between learner and their learning experience.