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Pedagogical constraints of physical literacy based on cognitive load theory

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Abstract

While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s life lies with the acquisition of physical literacy. This article examines how the process of cognitive learning attributed to physical literacy can be understood in light of the constraints of cognitive load. It provides a series of pedagogical considerations that could be implemented to ensure that the learning that leads to lifelong physical activity is supported through cognitive load theory (CLT).

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Authors and Affiliations

  1. Macquarie School of Education, Macquarie University, Sydney, NSW, 2109, Australia

    Dean Dudley & Penny Van Bergen

  2. Faculty of Education, University of New South Wales, Sydney, NSW, 1466, Australia

    Hayley Dean

  3. School of Human Movement and Nutritional Science, University of Queensland, Brisbane, QLD, 4072, Australia

    John Cairney

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  1. Dean Dudley
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  2. Hayley Dean
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Correspondence to Dean Dudley.

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Dudley, D., Dean, H., Cairney, J. et al. Pedagogical constraints of physical literacy based on cognitive load theory. Prospects 50, 151–164 (2021). https://doi.org/10.1007/s11125-020-09496-9

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