The development and implementation of a primary school Physical Literacy Triathlon Programme via multi-stakeholder collaboration in Wales

This PhD research study explores the collaborative development and implementation of a Physical Literacy Triathlon Programme (PLTP) for primary schools in Wales, facilitated through multi-stakeholder collaboration of Local Authorities (LAs), National Governing Bodies (NGBs) and Higher Education Institutions (HEIs). Situated within the context of Wales’ educational landscape, including the introduction of the Curriculum for Wales (2022), this study emphasises the integration of Physical Literacy (Whitehead, 2019) into primary education Physical Education through collaborative professional learning, utilising the Community of Practice (CoP) theoretical framework. Employing a qualitative case study methodology across two research phases, the study investigated the collaboration among key stakeholders. Phase one focused on the collaborative processes of developing the PLTP, utilising Community of Practice (CoP) theory to thematically analyse stakeholder engagement and programme development. Phase two examined the programme's implementation in a Welsh primary school, thematically analysing external stakeholder’s contributions to PE and pupils’ experiences of Physical Literacy. Findings reveal that multi-stakeholder collaboration fosters diverse knowledge sharing, supports professional learning for teachers, and develops community and school connections. However, challenges such as navigating power dynamics and aligning stakeholder priorities emerged as critical factors influencing collaboration. The study highlights the importance of holistic Physical Literacy initiatives that address cognitive, physical, and affective domains, emphasising the necessity of these principles to drive physical activity and PE collaborations. This research contributes to the discourse on Physical Literacy in education, providing practical recommendations for policy, schools, and community organisations to foster collaboration. It highlights the transformative potential of integrating collaborations underpinned by Physical Literacy within primary education, ultimately promoting lifelong engagement in physical activity and well-being.