Journal article
Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education
Physical Education and Sport Pedagogy , Vol.31(2), pp.159-175
2026
Abstract
Background:
Physical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.
Methods:
This interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.
Results:
All participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.
Conclusion:
Despite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.
Details
- Title
- Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education
- Authors
- Jaxon Hogan (Corresponding Author) - Edith Cowan UniversityDawn Penney (Author) - Edith Cowan UniversityEibhlish O'Hara (Author) - Edith Cowan UniversityJoseph J Scott Dr (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Physical Education and Sport Pedagogy , Vol.31(2), pp.159-175
- Publisher
- Routledge
- Date published
- 2026
- DOI
- 10.1080/17408989.2023.2287523
- ISSN
- 1742-5786
- Copyright note
- © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Education and Tertiary Access; Cancer Research Cluster
- Language
- English
- Record Identifier
- 99982898702621
- Output Type
- Journal article
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