Background
The concept of physical literacy has stimulated increased research attention in recent years—being deployed in physical education, sport participation, and the promotion of physical activity. Independent research groups currently operationalize the construct differently.

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Definitions, Foundations and Associations of Physical Literacy: A Systematic Review

Physical literacy in the field of physical education – A challenge and a possibility

Physical literacy is a term that has increasingly gained popularity in recent years. A variety of individuals and organizations have promoted the use of the term internationally, and a variety of claims have been made for the benefits of using the term. A historical overview allows the reader to consider physical literacy as one of many terms that have gained popularity in the field and describes divergent views as well as areas of agreement concerning the term physical literacy. Three North American institutional approaches to physical literacy are discussed. Other issues are also discussed, including assessment and other literacy types (e.g., health, sports). The article is designed to provoke thought among professionals and representatives of institutions concerning physical literacy.

/pdf/implications-of-physical-literacy-for-research-and-practice-3q5eegtm1e.pdf

Implications of Physical Literacy for Research and Practice: A Commentary

Physical literacy is developing as a contested concept with definitional blurring across international contexts, confusing both practitioners and researchers. This paper serves the dual purpose of ...

What’s in a concept? A Leximancer text mining analysis of physical literacy across the international literature:

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.

/pdf/construction-and-validation-of-a-perceived-physical-literacy-4kz8xpbgii.pdf

Construction and validation of a perceived physical literacy instrument for physical education teachers

At the most recent SHAPE America National Convention held in St. Louis, MO, an international perspective of the term “physical literacy” was introduced. Experts representing North America, Europe, and Asia provided insight into the increased acceptance and implementation of the term. Since the terms “physical education” and “physical activity” are so widely used and recognized in the United States, it is important to discuss whether the use of the term physical literacy is just a fad, or whether it helps to elevate our profession, explain what we do more clearly and accurately, and bring us in line with all the other “literacies,” such as health literacy, computer literacy, etc. The purpose of this article is to provide some background, which will hopefully spark further professional discussion about the potential greater adoption of physical literacy as a key component in our field.

/pdf/embracing-physical-literacy-3pe0ux5bo1.pdf

Embracing Physical Literacy.

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Embracing Physical Literacy.