Abstract

This research explores the relationship between play and physical literacy and to gain a critical understanding of the role of play and physical activity in promoting physical literacy from the children’s perspective. A children's perspective could challenge adult standpoints, they are likely to have something to say that is different from what adults will say on the same subject (Dockett, 2008). The issues that the research addresses are: to analyse if and how physical active play can raise physical literacy; to examine the influence of physical and cultural environments on play; to evaluate through the children’s experience and their perspective the impact of play and physical activity on the development of physical literacy. For the purpose of this research, active play is any play that includes some element of physically active movement. This is a deliberately broad definition with no threshold for energy expenditure, meaning that active play might range from games with small, infrequent movements (such as playing marbles) through to activities expending large amounts of energy such as running games or climbing trees. It is hoped that the outcomes will provide an opportunity to support and implement free play policy provision, throughout the Physical Education National Curriculum, after school and sports clubs practice. Weitz (unter Verwendung wörtlicher Textpassagen)