Abstract
The purpose of this article was to introduce the role and importance of physical literacy in Canadian Long-Term Athlete Development (LTAD) and physical education, and to consider the applicability of physical literacy in Japanese athlete development and physical education.
Physical literacy can be described as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”. The concept is recognized as the foundation for LTAD. However, the effectiveness of LTAD and physical literacy have not been made clear because there has been no concrete measurement.
On the other hand, in a physical education setting, recent studies have recommended the assessment of outcomes of physical education by the Canadian Assessment of Physical Literacy (CAPL). If the reliability and validity of CAPL is confirmed, further studies are expected to procced in the fields of LTAD and physical education.
In conclusion, there are a lot of research subjects within LTAD and physical education settings, while the attention to physical literacy is increasing. Therefore, the applicability of physical literacy in Japanese athlete development and physical education needs to be considered with careful attention to future research trends. In addition, the discussion on sharing the goal of developing physical literacy between athlete development and physical education is one of the important issues.
