The Evolution Of Physical Literacy Research: A Global, Multi-Decade Literature Review
Article Sidebar
Main Article Content
Abstract
Physical activity (PA) and physical literacy (PL) have emerged as central constructs in global research on education, health promotion, and child development. Over the past two decades, the research landscape has shifted from traditional behavior-focused models that emphasize exercise and fitness outcomes toward holistic approaches that integrate motivation, competence, confidence, and knowledge. This literature review synthesizes global scholarly findings to examine the conceptual evolution, thematic development, and structural patterns in PA-PL research. Evidence from primary studies, including bibliometric mappings, highlights a fundamental paradigm shift driven by the emergence of Quality Physical Education (QPE), child-centered learning frameworks, and interdisciplinary health promotion models. The review identifies three major thematic eras: (1) health-oriented PA research (2000–2010), (2) school- and pedagogy-oriented frameworks (2011–2017), and (3) integrated PL-based models (2018–2025). A critical analysis further reveals persistent methodological gaps, including limited longitudinal evidence, inconsistent PL assessments, and substantial inequities in geographical research. This review presents a comprehensive conceptual synthesis and proposes an integrated model that links PL, PA engagement, and school-based health outcomes. It concludes with strategic directions for research, policy, and educational practice
Downloads
Article Details
Section
How to Cite
References
Aune, O., Pedersen, P., & Ronglan, L. T. (2020). Inclusion and Equity in Physical Literacy Development. Sport, Education and Society, 25(6), 648–662.
Barnett, L. M., Stodden, D., Cohen, K., Smith, J. J., Lubans, D. R., & Morgan, P. J. (2021). Fundamental movement skills and physical literacy in children. Sports Medicine, 51(2), 239–253.
Boell, S. K., & Cecez-Kecmanovic, D. (2015). On being ‘systematic’ in literature reviews. Journal of Information Technology, 30(2), 161–173.
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical literacy, physical activity, and health: Toward an evidence-informed conceptual model. Journal of Teaching in Physical Education, 38(2), 1–12.
Chen, S., Liu, Y., & Wright, P. M. (2020). Physical literacy in China: A scoping review. Physical Education and Sport Pedagogy, 25(6), 542–558.
Chen, S., Sun, H., Zhu, X., & Chen, A. (2020). Relationship between physical literacy and physical activity in children. Journal of Sport and Health Science, 9(2), 179–187.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE.
Donnelly, J. E., Hillman, C., Castelli, D., et al. (2016). Physical activity and academic achievement in children: A systematic review. Pediatrics, 137(3), e20151039.
Dudley, D. A. (2015). A conceptual model of physical literacy. European Physical Education Review, 21(2), 114–131.
Dudley, D., Cairney, J., & Kriellaars, D. (2017). Physical literacy and education. Physical Education and Sport Pedagogy, 23(2), 1–15.
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., & Jones, A. M. (2017). Definitions, foundations, and associations of physical literacy. Sports Medicine, 47, 113–126.
Ennis, C. D. (2017). Educating students for lifelong physical activity. Research Quarterly for Exercise and Sport, 88(3), 241–250.
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2018). Worldwide trends in insufficient physical activity. The Lancet Global Health, 6(10), e1077–e1086.
Holt, N., Neely, K., Slater, L., et al. (2017). Youth sport research using qualitative methods. Qualitative Research in Sport, Exercise and Health, 9(4), 393–411.
Liu, Y., Chen, S., & Sun, H. (2020). Physical literacy policies across countries. International Journal of Physical Education, 57(4), 22–31.
Lloyd, M., Tremblay, M. S., & Longmuir, P. (2022). Physical literacy and children’s health. Sports Medicine, 52(6), 1233–1245.
Longmuir, P. E., Boyer, C., Lloyd, M., et al. (2018). The Canadian Assessment of Physical Literacy. BMC Public Health, 18(2), 1–13.
Luguetti, C., Aranda, R., & Rossi, T. (2017). Pedagogical strategies for inclusion. Physical Education and Sport Pedagogy, 23(4), 1–15.
Mandigo, J., et al. (2018). Physical literacy for educators. Journal of Physical Education, Recreation & Dance, 89(1), 16–21.
Mandigo, J., Francis, N., Lodewyk, K., & Lopez, R. (2018). Physical literacy for educators. PHEnex Journal, 10(2), 1–22.
Migueles, J., Cadenas-Sánchez, C., Ekelund, U., Delisle, N., & Ortega, J. (2017). Accelerometer data collection and processing. Scandinavian Journal of Medicine & Science in Sports, 27(9), 1426–1438.
Obeid, J., Nguyen, T., Jarus, T., & Timmons, B. (2020). Physical literacy and movement confidence. Journal of Motor Development, 47(3), 201–215.
Paez, A. (2017). Gray literature: A vital resource. Environment and Planning B, 44(4), 785–799.
Robinson, D. B., Randall, L., & Barrett, J. (2022). Cultural relevance in physical literacy. Curriculum Studies in Health and Physical Education, 13(2), 89–102.
Singh, A. S., Saliasi, E., van den Berg, V., et al. (2019). Physical Activity And Academic Performance. Pediatrics, 144(4), e20183440.
Snyder, H. (2019). Literature review as a research methodology. Journal of Business Research, 104, 333–339.
Tremblay, M. S., Longmuir, P. E., Lloyd, M., et al. (2020). Physical literacy development. Journal of Sport and Health Science, 9(2), 120–129.
UNESCO. (2015). Quality Physical Education Guidelines. UNESCO Publishing.
Van den Berg, V., Saliasi, E., Singh, A., et al. (2018). Whole-school PA interventions. Sports Medicine, 48(5), 1009–1025.
WHO. (2020). Global guidelines on physical activity and sedentary behavior. World Health Organization.