Twenty-first International Conference on Knowledge, Culture, and Change in Organizations

Abstract

Recognition of global levels of physical activity and inactivity has caused many researchers to conclude that there is a need to respond to levels of physical inactivity and student disengagement in both physical education classes and physical activity outside of school (Keegan et al., 2019; Whitehead, Durden-Myers and Pot, 2018). Consistent observations in Canadian (Ontario) schools and in Ontario communities have resulted in the tracking of physical activity levels in children and adolescents over the last five years (Lodewyk, 2019). The tracking data have prompted the recommendation that there is a need to break the routine of physical inactivity prevalent in schools and society today (Gannon, Halas and Ng, 2008; Kohl et al., 2012), and look into physical illiteracy, which may provide a means to address idleness and inertia demonstrated by many young people. Nationally, Canadian young people do not move enough to even reach minimum physical activity guidelines, and this physical inactivity can impact health and wellness (Kriellaars et al., 2019). Many community and education stakeholders are looking to physical literacy as a means to reduce youth idleness and disengagement (Durden-Myers and Keegan, 2019). Herein, physical literacy as both a construct and change force in Canadian society is explored and illuminated via research data concerning physical inactivity, the importance of the role of the individual when considering physical inactivity, physical activity in both primary and high school classes, and how to assess physical literacy.