Physical Literacy and the development of Girls’ Leadership: An Evaluation of the English Football Association’s Active Literacy Through Storytelling Programme

Everley, Suzanne (2021) Physical Literacy and the development of Girls’ Leadership: An Evaluation of the English Football Association’s Active Literacy Through Storytelling Programme. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279 (In Press)

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Abstract

The English Football Association (FA) has established a number of programmes to encourage girls’ participation in physical activity but has raised concerns that these may be limited in accessibility to target groups. Developing physical literacy is one way in which girls may be supported in building social confidence to access opportunities. This study evaluated the efficacy of the FA’s ‘Active Literacy through Storytelling’ designed to develop young girls’ physical literacy.
Participants were girls aged 5-12 yrs (n=25) and programme leaders (n=2) from two case study schools. Research with the girls involved 3 stages: the first, drawing pictures of engagement in the project (‘before’ and ‘after’), the second, individual interviews utilising the drawings. Leaders were subsequently interviewed based on data generated here. Thematic analysis of qualitative data, sensitised by physical literacy concepts was conducted.
Results demonstrated the programme developed girls’ social interaction, teamwork and leadership skills.

Item Type: Article
Uncontrolled Keywords: Physical Literacy, Girls’ Leadership, Physical Activity, Active Storytelling
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Departments > Sport Development and Management
Depositing User: Suzie Everley
Date Deposited: 28 Jan 2021 08:25
Last Modified: 28 Jan 2021 08:25
URI: http://eprints.chi.ac.uk/id/eprint/5601

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