Margaret Whiteheadによる「身体リテラシー」概念の検討：日本における議論の動向を踏まえて

抄録

The purpose of this paper was to consider the concept of “Physical Literacy” used in the fields of physical education and sports in recent years, focusing on the discussions of Margaret Whitehead, who proposed this concept in 1993, in the context of the trends of discussions in Japan.

Whitehead presented the concept of physical literacy motivated by four principle influences: (1) the philosophical writings of existentialists and phenomenologists, (2) the perception that the importance of motor skill development in early childhood was being forgotten, (3) concerns regarding the growing number of people drifting away from physical activity, and (4) concerns that the general direction that physical education in school was taking was very much biased towards high-level performance and elitism. Based on such background elements, physical literacy was proposed as a concept for identifying the intrinsic value of physical activity and asserting the importance of physical activity for all.

In contrast, in Japan, the concept of physical literacy has been introduced mainly in the context of athlete development, and although researchers argued that Whitehead's definition of physical literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” was the most common, physical literacy was regarded as synonymous with “athletic skills” and understood as a concept that applies only to young people.

However, Whitehead's concept of physical literacy was presented as a capability that every individual can develop throughout their lifetime, based on the philosophical foundations of monism, existentialism, and phenomenology. Although its definition and contents have been revised several times, the criticism of dualism and the attitude of advocating the value of physical activity for all remained consistent. This attitude was reflected in Whitehead's claims that physical literacy needs to be perceived in the context of Paulo Freire's critical literacy and the capability approach of Amartya Sen and Martha Nussbaum.

Whitehead's concept of physical literacy provides an opportunity to question why people who are prevented from participating in physical activity for some reason are in such a situation. Physical literacy is not simply the discussion of athletic skills and competitive sports, but a concept for considering the ideal method of physical education in schools that emphasizes the value of physical activity for all.