Abstract
This article considers the value of physical literacy. Unequivocal support for aspects of the
concept can be found in philosophy, neuroscience, social justice, the nature of human development, psychology, and sociocultural studies.
These areas of support will be outlined and then related to the practical value of physical literacy in the school context.
This article will close with a discussion centered on claims that physical literacy is an end in itself rather than predominantly a means to other ends.
It is the aim of this article to communicate the unique value of fostering physical literacy within the school context, including the support and relationship to other interrelated disciplines.
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