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This paper explores how various ideological positions or 'cosmoses' associated with physical literacy (PL) have come to be and, in doing so, extends scholarship by examining and presenting PL as a multiplicity of "physical literacies." Drawing on Stengers' notion of 'cosmopolitics' and Venturini's 'cartography of controversies' method, 167 scholarly articles and 23 non-scholarly texts were analysed to observe and describe how PL has been framed over time as a result of dynamic political factors. Findings reveal that three 'waves' of PL cosmoses have unfolded over time (PL as health-promoting physical activity, PL as motor competence and PL as phenomenological embodiment). Whilst all three seek to promote engagement in physical activity and have loose ties to 'health', each PL cosmos is bound by different objectives, actors and obligations and is orientated towards solving a different problem. Rather than continued confusion and controversy, we propose that PL be understood as a "multiverse" wherein the three different PL cosmoses are held apart as physical literacies that play co-existing roles based on the problem that each cosmos is trying to solve. While understanding PL as a multiverse is not a solution to the controversy and uncertainty surrounding PL, it provides those who are interested in or tasked with enacting PL an opportunity to become aware of and understand what the different PL cosmoses or physical literacies constitute and thus make possible (or not) on the basis of their ontological differences.

How physical literacy (PL) is presented on 'the web' (i.e. Google) has implications for how health and/ physical education (H/PE) teachers and coaches engage with and understand the concept, and ultimately how it is "made to" act in practice. This research sheds light on the type of PL content they are likely to encounter in their search via the web. Utilising Venturini's 'cartography of controversies' method, the top 100 Google search results for PL were analysed to observe and describe how PL is presented on the web, by whom and in the name of what. Findings show that PL has been 'framed' on the web by a heterogeneous network of actors who present different viewpoints, ideologies and suggested practices for PL within and across the contextual 'spheres' of education, sport and health. Further, the findings highlight how Google's algorithms prioritise and privilege particular PL viewpoints and ideologies. Consequently, variations in understanding and practices will be evident between H/PE teachers and coaches who only engage with the first page of Google results (top one to 10 URLs) and those who read more broadly. Rather than relying on Google's algorithms or policymakers' interpretations of PL that commonly serve the interests of the sport and health 'spheres' we suggest that H/PE teachers and coaches need to act as 'knowledge brokers' and thus be reflexive and aware of the multiple versions of PL that are presented on the web. This is especially important if they use the web as a form of professional development.

Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment.

Internationally, patterns of participation in sport are changing, with so-called 'informal' participation displacing club-based and other formally structured involvement in sport. This paper reports research that is investigating changing forms of participation from an educational perspective. It directs attention to what physical education can learn from informal sport and how physical education can align pedagogically with contemporary participation trends, to help grow and sustain young people's engagement in sport beyond schools. The paper presents findings from two sequential elements of an ongoing research project. The first is a systematic review of literature pertaining to informal participation that examined the skills, knowledge and understanding central to participation that occurs outside of traditional sport structures. Findings from this review highlight that social skills, cultural understandings, and knowledge relating to environment, alongside movement skills, are important in enabling participants to become engaged in, and maintain their involvement in, informal participation. The second element of the research involved documentary analysis to examine the alignment of contemporary curricula, and specifically, the Australian Curriculum Health and Physical Education (AC HPE), with the learning identified as important for informal participation. Findings illustrate clear opportunities for the AC HPE to bring to the fore knowledge, skills and understandings that may extend young people's engagement with informal participation through their lives. The discussion addresses key issues for policy makers, teachers and teacher educators to consider in the light of this research, if they are to leverage the opportunities for teaching and learning that informal sport presents.

This paper responds to calls for an exploration into pedagogies of meaning within physical education. Developing meaningful educational experiences in physical education for lifelong movement involves supporting students to explore their personal experiences in movement and to use these to derive a greater understanding of themselves and the world in which they live. Following a brief overview of the role of meaning-making in physical education, a case study is offered as a practical example for how reflection can be utilised to explore movement as meaningful. The case study presents a series of steps that provide detail about a meaning-making process undertaken during a physical education class. Data suggest that setting aside time for reflection and the generation of rich movement narratives aligned to a 'first rush of movement', can shed light on what students find meaningful 'in' movement in ways that link physical education to experiences across varying social and environmental contexts. Through giving priority to bodily understandings of movement as felt, sensory experience, participants (n = 44) were able to express meaning across a wide range of movement contexts. I contend that the exploration of student meaning in physical education is engaging, informative, and serves to extend possibilities for what curriculum is seen as legitimate in physical education by/for whom. The paper sheds light on the use of embodied meaning-making stories as a potential springboard for further exploration and activity in physical education.

Healthism is both an ideological and a regulative discourse that manifests as a tendency to conceive health as a product of individual choice. Healthism represents a collection of taken-for-granted assumptions, positioned at the intersection of morality, blame and health, that can lead to a privileging of 'healthy' and 'productive' individuals. It is argued that healthism is a key issue for physical educators and a significant focus for research. The validation of a scale -- the Attitude Towards Healthism Scale (ATHS) -- that seeks to quantify pre-service physical education teachers' attitudes towards healthism is described. Participants were 201 pre-service teachers undertaking a Bachelor of Education degree in Australia. The factor structure of the initial 17-item scale was determined using an exploratory factor analysis followed by Rasch modelling and, lastly, confirmatory factor analysis. Initial exploratory factor analysis supported a unidimensional measure of healthism. Further Rasch modelling suggested that a refined 15-item ATHS scale functioned more effectively as two sub-scales that combined to provide a valid and reliable method of measuring the ideology of healthism. It is suggested that the ATHS will enable teacher educators and PSTs to discuss healthism with reference to attitudinal data, and examine how views change over time.

This paper explores how various ideological positions or 'cosmoses' associated with physical literacy (PL) have come to be and, in doing so, extends scholarship by examining and presenting PL as a multiplicity of physical literacies. Drawing on Stengers' notion of 'cosmopolitics' and Venturini's 'cartography of controversies' method, 167 scholarly articles and 23 non-scholarly texts were analysed to observe and describe how PL has been framed over time as a result of dynamic political factors. Findings reveal that three 'waves' of PL cosmoses have unfolded over time (PL as health-promoting physical activity, PL as motor competence and PL as phenomenological embodiment). Whilst all three seek to promote engagement in physical activity and have loose ties to 'health', each PL cosmos is bound by different objectives, actors and obligations and is orientated towards solving a different problem. Rather than continued confusion and controversy, we propose that PL be understood as a multiverse wherein the three different PL cosmoses are held apart as physical literacies that play co-existing roles based on the problem that each cosmos is trying to solve. While understanding PL as a multiverse is not a solution to the controversy and uncertainty surrounding PL, it provides those who are interested in or tasked with enacting PL an opportunity to become aware of and understand what the different PL cosmoses or physical literacies constitute and thus make possible (or not) on the basis of their ontological differences. [ABSTRACT FROM AUTHOR]

How physical literacy (PL) is presented on 'the web' (i.e. Google) has implications for how health and/ physical education (H/PE) teachers and coaches engage with and understand the concept, and ultimately how it is made to act in practice. This research sheds light on the type of PL content they are likely to encounter in their search via the web. Utilising Venturini's 'cartography of controversies' method, the top 100 Google search results for PL were analysed to observe and describe how PL is presented on the web, by whom and in the name of what. Findings show that PL has been 'framed' on the web by a heterogeneous network of actors who present different viewpoints, ideologies and suggested practices for PL within and across the contextual 'spheres' of education, sport and health. Further, the findings highlight how Google's algorithms prioritise and privilege particular PL viewpoints and ideologies. Consequently, variations in understanding and practices will be evident between H/PE teachers and coaches who only engage with the first page of Google results (top one to 10 URLs) and those who read more broadly. Rather than relying on Google's algorithms or policymakers' interpretations of PL that commonly serve the interests of the sport and health 'spheres' we suggest that H/PE teachers and coaches need to act as 'knowledge brokers' and thus be reflexive and aware of the multiple versions of PL that are presented on the web. This is especially important if they use the web as a form of professional development. [ABSTRACT FROM AUTHOR]

Artefacts are an important part of policy work, and a means of representation, translation, re-negotiation, and resistance of policy. While research has established their integral role in policy enactment, little research has examined the production and/or dissemination of artefacts by teacher educators. This paper reports and analyses the production and re-production of a specific set of artefacts, arising from the policy work of four teacher educators seeking to influence the interpretation and enactment of the Australian Curriculum in Health and Physical Education (AC HPE). Analysis and discussion pursue: the rationale for producing a set of artefacts focusing on a particular feature of the AC HPE; the processes of artefact production; actions designed to activate and re-present the artefacts; and emerging evidence of uptake and impact. The relationship of artefacts to policy work is shown to be strategically significant for teacher educators, teachers and others invested in new curriculum developments, and is characterised as both fluid and generative. We argue that artefacts have important performative policy potential and play a key role in supporting and shaping curriculum policy enactment. [ABSTRACT FROM AUTHOR]

Internationally, patterns of participation in sport are changing, with so-called 'informal' participation displacing club-based and other formally structured involvement in sport. This paper reports research that is investigating changing forms of participation from an educational perspective. It directs attention to what physical education can learn from informal sport and how physical education can align pedagogically with contemporary participation trends, to help grow and sustain young people's engagement in sport beyond schools. The paper presents findings from two sequential elements of an ongoing research project. The first is a systematic review of literature pertaining to informal participation that examined the skills, knowledge and understanding central to participation that occurs outside of traditional sport structures. Findings from this review highlight that social skills, cultural understandings, and knowledge relating to environment, alongside movement skills, are important in enabling participants to become engaged in, and maintain their involvement in, informal participation. The second element of the research involved documentary analysis to examine the alignment of contemporary curricula, and specifically, the Australian Curriculum Health and Physical Education (AC HPE), with the learning identified as important for informal participation. Findings illustrate clear opportunities for the AC HPE to bring to the fore knowledge, skills and understandings that may extend young people's engagement with informal participation through their lives. The discussion addresses key issues for policy makers, teachers and teacher educators to consider in the light of this research, if they are to leverage the opportunities for teaching and learning that informal sport presents. [ABSTRACT FROM AUTHOR]

This paper responds to calls for an exploration into pedagogies of meaning within physical education. Developing meaningful educational experiences in physical education for lifelong movement involves supporting students to explore their personal experiences in movement and to use these to derive a greater understanding of themselves and the world in which they live. Following a brief overview of the role of meaning-making in physical education, a case study is offered as a practical example for how reflection can be utilised to explore movement as meaningful. The case study presents a series of steps that provide detail about a meaning-making process undertaken during a physical education class. Data suggest that setting aside time for reflection and the generation of rich movement narratives aligned to a 'first rush of movement', can shed light on what students find meaningful 'in' movement in ways that link physical education to experiences across varying social and environmental contexts. Through giving priority to bodily understandings of movement as felt, sensory experience, participants (n = 44) were able to express meaning across a wide range of movement contexts. I contend that the exploration of student meaning in physical education is engaging, informative, and serves to extend possibilities for what curriculum is seen as legitimate in physical education by/for whom. The paper sheds light on the use of embodied meaning-making stories as a potential springboard for further exploration and activity in physical education. [ABSTRACT FROM AUTHOR]

Healthism is both an ideological and a regulative discourse that manifests as a tendency to conceive health as a product of individual choice. Healthism represents a collection of taken-for-granted assumptions, positioned at the intersection of morality, blame and health, that can lead to a privileging of 'healthy' and 'productive' individuals. It is argued that healthism is a key issue for physical educators and a significant focus for research. The validation of a scale – the Attitude Towards Healthism Scale (ATHS) – that seeks to quantify pre-service physical education teachers' attitudes towards healthism is described. Participants were 201 pre-service teachers undertaking a Bachelor of Education degree in Australia. The factor structure of the initial 17-item scale was determined using an exploratory factor analysis followed by Rasch modelling and, lastly, confirmatory factor analysis. Initial exploratory factor analysis supported a unidimensional measure of healthism. Further Rasch modelling suggested that a refined 15-item ATHS scale functioned more effectively as two sub-scales that combined to provide a valid and reliable method of measuring the ideology of healthism. It is suggested that the ATHS will enable teacher educators and PSTs to discuss healthism with reference to attitudinal data, and examine how views change over time. [ABSTRACT FROM AUTHOR]

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans ( 2004) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE teachers had in articulating meanings and representations of ability in PE in their curriculum, pedagogy and assessment practices. Findings illustrated a tendency for many teachers to privilege a performative view of ability and focus on the physical domain in discussing ability in PE. While some teachers made reference to skills and dispositions beyond this domain, data affirmed the dominance of narrow conceptualisations of ability in PE and pointed to limited understandings of how broad, fluid and inclusive notions of ability may be embedded in curriculum design, pedagogy and assessment practices. Summative assessment was the most frequent aspect of practice referred to in teachers’ explanations of how understanding of ability was expressed in their practice. The study points to the importance of professional learning and initial teacher education directing attention to ability as a focus for advancing equitable practices in PE and the need for further research exploring enactments of ability. [ABSTRACT FROM AUTHOR]