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Description
This monograph examines physical literacy within educational and experiential learning contexts. Drawing on quantitative evidence generated through the CSPLQ instrument, it advances a conceptual and analytical model of physical literacy as a multidimensional construct encompassing motivation, competence, confidence, and knowledge. Rather than merely reporting empirical findings, physical literacy is situated within broader pedagogical, developmental, and curricular discourses, highlighting its transformative potential in education. By bridging research, experiential education, and evidence-based practice, the volume provides a framework for fostering sustainable engagement in movement and lifelong physical activity. This monograph offers an innovative and theoretically integrated examination of physical literacy within contemporary educational and experiential learning contexts. Drawing on quantitative evidence generated through the CSPLQ instrument, the volume advances a refined conceptual and analytical model of physical literacy as a multidimensional construct encompassing motivation, competence, confidence, and knowledge. Rather than merely reporting empirical findings, the book situates physical literacy within broader pedagogical, developmental, and curricular discourses, highlighting its transformative potential in primary and higher education. By bridging research, experiential education, and evidence-based practice, the volume provides scholars, teacher educators, practitioners, and policymakers with a rigorous framework for fostering sustainable engagement in movement and lifelong physical activity.
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