The importance of meaning, value and enjoyment in a movement for movement- what’s your why?

hayleyleverblog

Understanding our relationship with movement over our lives is key to maintaining a healthy, active life from our first days to our last. Finding meaning, enjoyment, and value in movement: the key to active lives for us, our families, communities, and the nation.

Moving matters to all of us. Our relationship with movement changes throughout our lives, and while there are patterns, our experience of movement is unique and personal. And yet moving has been designed out of life for many of us. We all have a role to play in designing it back in.

And this could start with some very simple questions: How does moving matter to you and your family. How has that changed over your/their life so far?

This blog has been co-authored by Hayley Lever, (CEO GM Moving), Tom Hall, (Strategic Manager, Extended Workforce, Active Gloucestershire/Sport England) and Dr. Lawrence Foweather, (Reader in Physical Activity and Health at Liverpool John Moores University), as a bit of a Q&A. We’ll be podcasting it in the coming weeks too.

It’s an article born out of a chance conversation in a pub. We hope to provide a stimulus for conversations between people in pubs, workplaces, on walks, in schools … about their relationship with movement and physical activity and how understanding more about this can change their lives and change the world.

We hope you will join in the conversation and take it into your homes, communities and workplaces.

Purpose of the blog:

  • A personal and professional exploration of the importance of recent physical literacy work, launched in 2023, and the potential for change that it could hold for our shared work to grow a movement for movement.
  • Share this ground breaking research, work and links to the resources we can all use as we play our part in Uniting the Movement.
  • Pose some questions that we can ask ourselves and our teams, to create the conditions for understanding and the skills to use it in our work.
  • Share some thoughts on how we can all play a part in this work realising it’s full potential- what’s your role and how will you play it?

Q1: The personal is professional: tell me about your relationship with movement and physical activity over your life so far?

Tom describes his relationship with movement in the opening to this brilliant podcast. Hayley has asked herself, family members and friends this question over recent months, and has noticed that what they do has changed, but there are patterns in why they do what they do and some fundamental areas of value and enjoyment that can help everyone to maintain an active life as their capability, motivation and opportunities change. Hayley talks about her relationship with movement at the start of this podcast.

Q2: How did you get involved in this work and how has it helped you so far? What  has the impact been, in your experience?

Hayley “ The GM Moving children and young people team had been involved and to the launch of the consensus statement. When they shared it with our whole team, I had a light bulb moment I read it and realised it was really about culture change, mindset shifts and held relevance across all of our work- vital for our early years and children/young people work and with value right across the life course at a population scale”.

Tom: “Having a positive relationship with movement has been a passion of mine for over 20 years; as a parent, a teacher, a volunteer and a coach. The consensus statement gives us clarity and a framework which can impact so many aspects of our lives and work – and not just for children and young people. Last year, I joined a cross sector group that looked at the new statement launch, development of the initial resources and wider engagement across and beyond our sector.”

Lawrence: “I’ve been researching how to support people to be more active, more often for two decades. Ten years ago, I came across the pioneering work of Dr Margaret Whitehead and the game-changing concept of physical literacy. I originally liked the concept because it shined a light on the need for holistic development – not just physical skills.

As the popularity of physical literacy grew nationally and internationally, so did the number of different interpretations and perspectives. The concept became contested and hotly debated, and these tensions were hampering its use in practice.  Practitioners felt it was overly academic and were growing tired of the arguments around what physical literacy is and what it is not. The concept was in danger of being lost. To address the confusion and hopefully catalyse efforts to adopt, support and promote physical literacy in practice, we were funded by Sport England and the national lottery to develop a Physical Literacy Consensus Statement for England. This research project followed similar consensus work in Canada, Australia, and Ireland.

Fast forward 2 years and we have a consensus statement that provides clarity and a shared understanding of physical literacy. This was a genuinely collaborative piece of work involving many different individuals and organisations across the system. The statement seems to be resonating, and the conversation has moved onto how we implement this concept in practice, which feels incredibly exciting.”

Q3: What do you find exciting about it for our work? What potential for change does it hold? If it was going to change the world, what would that take and what might get in the way?

Hayley “This work matters to all of us, and we all have a role to play. If we can ‘set it free’ and make it everyone’s business to understand and use it, we will create a powerful movement for change”.

Tom: “As I talk to my family, my friends and those I work with, everyone has a different story of movement – and it’s helped me realise that physical literacy is everywhere. If we can use this in a language that makes sense to us all, physical literacy can be the golden thread that connects movement into different sectors and areas of our lives. This may be how we play, how we travel, how we work, our healthcare, the built environment…..but in a way that focuses on building the personal connection and motivation with movement, with fun, play, joy and personal preference at the heart of it. The potential is huge and it’s very exciting.”

Lawrence “I believe that physical literacy – the extent to which you have a positive and meaningful relationship with movement – is the outcome that is central to unlocking active lives. It can be a guiding lens / compass with relevance for all sectors and populations and should be a common goal for all. It’s about winning hearts and minds.

The deeply personal nature of our relationship recognises that we are all different and advocates for a person-centred and inclusive approach – focusing on a person’s own strengths and preferences. It challenges us to be bold and provide high quality experiences and consider what matters to us when we move.

Akin to Simon Sinek’s Find your WHY, physical literacy is about helping people to find joy, value and meaning in movement and physical activity – giving movement a personal purpose – so that we want to keep doing it again, and again, and again. It’s also about supporting the development of capabilities that enable these powerful motives to emerge from within and drive our engagement – whether we are 4 years old or 84 years old.”

Q4: What will help this work to fulfil its potential and what might get in the way? What are your personal hopes and fears?

Hayley: “I can be guilty of holding something back from realising it’s potential. The saying goes ‘people own what they create’, so when I get involved in something after it’s been created, I can hold back on using it or talking about it, because I fear I’m treading on toes, or might not maintain its fidelity. I make up a story in my head ‘who am I to talk about this? … which is pretty faulty thinking for a movement builder!

What helps this, is going back to the source, building my understanding and confidence in talking about it, translating, and applying it without losing its integrity or diluting it in unhelpful ways. AND getting permission to speak freely.

I am also concerned that it’s potential as a tool for change could be limited if we don’t explain that it is for everyone working across the life-course, or that it inadvertently is kept ‘in its box’. Others, as I did, will initially assume that it’s about early years, or children & young people and compartmentalise it in their thinking, in their teams and in their understanding.

Language matters- we need to move beyond the academic language towards human, simple language that people can relate to. Relatable communications, translated by trusted ‘transmitters’ from all over the work- that’s why we all have a role to play. We know that the phrase ‘Physical Literacy’ gets in the way. What I have found that helps so far, is to focus on weaving this language into everyday conversation and thinking:

  • Move, think, feel, connect.
  • Value, meaning, enjoyment.

Tom: “Frequently I feel “who am I to talk about physical literacy or to share my views like this?”. I have found it helpful to talk to others and learn from those, like Lawrence, who have a been immersed in this much longer than me. Other conversations have helped me realise that this matters to us all and the change starts with ourselves. This motivates me to continue, even if I frequently feel out of my comfort zone.

I worry that physical literacy could become a theory-based solution which is not used practically. Let’s not stay safe and do what we have always done, which could be a limit the potential impact. I feel also there is still a perception that this is just for young people. This is for everyone – but what do we need to do to help the understanding around this, so that the impact can be maximised?

Instead, my hope this that we can use simple language, stories and messages, to help develop our understanding of physical literacy. I hope that – over time – it can be used as a guide to change how we work and to flip our thinking – with a lifelong personal and meaningful relationship with movement at the centre”.

Lawrence: “Just as physical literacy is about developing a strong connection with movement, my hope is that the consensus statement will lead to a greater awareness and understanding of physical literacy, that will foster its adoption. This has been a collective effort with many individuals and organisations involved; the more system stakeholders we can reach to spread the word on the concept, the more physical literacy advocates we can engineer, driving real change right across the system. My hope is that this penetrates way beyond sport, physical activity, and education contexts, and into health, travel, environment and wider sectors and subsystems. This really can make a difference to participation, engagement, and adherence to be and stay active.

I feel conflicted over my fears. On the one hand, I know that we need to let the statement go, and I can’t wait to see how this thing is implemented in practice in creative and wonderous ways by different organisations. As a researcher, we want our projects to have tangible and meaningful impact. The consensus statement provides the ‘what’ and I’m excited to see the ‘how’ as we move into this action phase. On the other, I am reminded about the core aim of the statement: developing a shared understanding of physical literacy.

I’m anxious that those who only see the excellent visuals and do not read the statement in full could mis(interpret) some of the key messages. I know that the statement will need to be reworded and language altered by organisations to connect with their target audiences, but I’m afraid the core meaning will be lost.  For example, I’m conscious that some may not read move, think, feel, and connect as physical, cognitive, affective and social areas of learning and development that provide the foundation for a positive relationship with movement.  

Q5: How will we know if it’s making a difference and change is happening? (what might the future look like if it is making a difference?)

Hayley: “Some indicators of change will be visible and some less so. We need to be comfortable with that. There is a tendency to look for straight line cause and effect, which is not possible in the business of culture change. We might not always know what has driven the change, or be able to attribute the change directly to this work, but we will startt o see, hear, feel and notice change in every layer of the influences model”:

  • Changes in language, imagery, the way people talk and think about their relationship with movement and those who they serve.
  • Changes in the mindsets and approaches, beliefs, and values of the workforce: paid and voluntary
  • Changes in the ways that children, young people, parents, leaders, teachers, the media, employers and many more talk about movement and physical activity.
  • Linked to the welfare work and the work to tackle inequalities in sport, we will notice shifts in mindset and the way opportunities are communicated- the way clubs and facilities are managed and run. The way that conflict is dealt with.

Tom: “We don’t know for sure, and it will take time – we need to be patient and understand this isn’t a quick win. But change will happen, with some examples of what we might see, hear, or notice across the different layers of the system below.

  • Changes in practice and behaviour. A shift across grassroots sport and physical activity sector, with a greater priority on movement and having a positive experience, with those involved in the activity having a bigger say in what the activity looks and feels like – across all age-groups. I would love to see creative play at the heart of much, much more.  
  • Changes in how we support the paid and voluntary workforce. Practical guidance and training opportunities that help people understand a person-centred approach to movement, rooted in behaviour change (some of this is happening already).
  • Changes in the language we use to talk about our relationship movement and physical activity, with a shift in what we view as success
  • Increasing diverse and creative examples of building connection with movement across different environments

Lawrence: “Perhaps we’ll focus less on increasing minutes, and more on helping people to find magical moments. Moments that build lasting memories and a connection to movement and physical activity that can last a lifetime. We’ll strive to capture the voice of participants and build our offer around what matters to them. We’ll look at the physical and social environment around us and not only ask how we can make these supportive environments for moving more, but also having fun while moving.

We’ll see a bigger focus on holistic learning and development: moving beyond physical capacity, skills, techniques, and drills – whether that’s in youth coaching or rehabilitation in older adults – to supporting social, emotional and cognitive development. Move, connect, think and feel will become the language of person-centred holistic development, from the playground to the care home.

Q6: What are your personal learnings?

Hayley: “I could bore you already with lots of stories of how I’ve explored this with friends and family. It has helped me to help them think and find ways forward when challenged by illness, time, life transitions and access to different environments and opportunities”> It’s been a fascinating journey into what lies beneath their relationship with movement. I have loved listening to their stories and helping them realise what matters to them.

Tom: “I have three young sons under the age of 12. In the past, I have been guilty and trying to impose physical activity onto them, with mixed success! They are very different, they like very different things and this changes all the time.

I now try to be more open minded, to help them find out what matters to them, to develop the skills and curiosity to explore this for themselves and establish that lifelong love of movement. Meaningful activity for my 7-year-old is spontaneous, silly, playful and in the moment. But do we have to grow out of this if we chose not to? I’d love to see and hear more of these moments celebrated and talked about, from playground to policy.  

From a personal perspective, injury and time currently prevent the running and cricket I was once able to enjoy. At times I have found this difficult. But I have am enjoying exploring new ways to move; who’d have thought there could be joy in a Romanian dead-lift? What comforts me is that I know I will always strive to have some form of activity in my life because I know how it makes me feel. How can we make this the norm?”

Lawrence: “I have two young children. I am enjoying watching how they grow and develop in how they move, connect, think, and feel. I am conscious that I can’t force my children to enjoy movement, as much as I want them to! What I can do is provide them with opportunities to explore and discover different types of activities and moving in different places and spaces, helping them grow and explore the world around them. And if they find something that matters to them, I hope to be able to support them to continue that activity, and to develop and maintain a positive relationship with movement for life – physical literacy.

Through injuries and more recently the perpetual tiredness from the demands of parenting a baby and a toddler, I am not as active as I used to be. I like that physical literacy recognises that our relationship with movement and activity fluctuates across the life course. Life transitions will affect our movement trajectories. The consensus statement has reminded me that if I want to get active again, I need to remember what drives my engagement – my why. I’ve always valued the social interaction from team games, and so that’s something I’ll try and find again in the future”.      

Q7: What are your next steps?- personal, organisational, system, national?

Hayley “I need to remember that this is about emotion and contagion- both are vital the change process and to how things spread and grow. The links to articles below are helpful- to remember what I’ve already learnt. How do we grow belief, agency, and influence? What support, resources, conversations tools etc do people need to play their part?

Personal – ask better questions at home, with friends and family. Listen differently. Take more of a coaching approach (rather than evangelising!) to helping people find their way back to activity through life transitions, health issues and other periods where capability, opportunity or motivation present barriers.

Team– Whole team conversation- develop understanding, belief, personal relationship with this work which will drive professional leadership.

System– CYP event in Feb where this will feature strongly. Then host a conversation that is across the strategy. Develop/refine a set of questions that help people to use this work as icebreakers in events and conversations, and to weave the language into their everyday work. Sprinkle it into  everything from workforce wellbeing to active ageing.

National – Support in any way I can- and ensure this is woven into work I’m doing nationally with health, sport and other partners.

Global– A conversation in the global community of practice with other countries- what resonates, anything they have to add to this, explore ideas of how it can fulfil it’s potential.

Tom

Personal: Continue conversation locally – be curious and ask questions of family, friends and those I volunteer with. Reflect on my own experiences and play with putting the person at the heart of movement – as a coach, a volunteer, a parent, an employee…

Organisational: How does this resonate with our team? Can they see this as an important part of their work and just for our work with young people? If not, why not and what would be helpful? How can we make this the golden thread that goes through our work, our conversations, our development?

System: How can we embed this across our work, through conversations, meetings, presentations – how can we use PL to connect people together around the idea and feeling of movement? What are the right questions to ask that is relevant to the conversation you are about to have?

National: Explore how we can continue to connect physical literacy into national work with existing networks, teams, national organisations and partners. Where can we look where we haven’t been before? How do we not lose sight of innovation?

Lawrence: Personal – keep sampling, discovering and exploring movement with the little ones, building that connection to activity and movement. Find out what matters to older generations in the family about movement, and what they value and enjoy. Can we help them access these again?

Organisational – sow the seeds of PL among academic staff across the school and university. Advocate for the inclusion of PL in relevant undergraduate and postgraduate taught programmes to upskill and enhance student subject knowledge. Support other researchers and personally drive research into physical literacy within the department.   

System – continue advocacy for adoption; attend PL consensus implementation at CYP event in February; build and strengthen relationships, seek new connections and use influence to enhance adoption of PL at scale; support development of PL research agenda and priorities; consider indicators for learning and evaluation of PL.

(Inter)National –   support development of PL research agenda and priorities; invited speaker talks at whole school physical activity conference in Bradford and AISEP conferences to share the consensus work; articles to be submitted for AfPE and BASES to enhance awareness of the PL consensus among PE and sport science colleagues.

Any key messages we need to hold on to?

Hayley

  • This work matters to all of us, and can help all of us
  • We all have a role to play in spreading and growing it

Tom

  • A personal connection to movement matters to us all
  • Physical literacy can be the golden thread – how can we all use this to drive real change across the system?

Lawrence

  • Physical Literacy is a movement for movement: the common goal to unite agendas and can be the core focus across the system to develop lifelong movement and physical activity behaviours.  
  • It starts with WHY. It’s quality over quantity. Find your why of movement and activity – what you enjoy, value and what matters to you – that’s an important end in itself. For all of us.

Further reading, links, resources and tools

Disproportionate Influence articles:

 

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