Many physical educators hold the concept of physical literacy close to their hearts, and are aware of its potential to transform lives. But, while its importance might resonate deeply, its philosophical foundations may seem like an enigma.

If you teach PE and recognise the value of physical literacy but want to really understand the concept so that you can put it into practice, then here’s the place to start.

Luckily, we have a valuable resource here at PE Scholar – our very own physical literacy expert! Dr Liz Durden-Myers has written extensively on the subject and through her writing, seeks to shed light on the multifaceted nature of physical literacy. Her work delves into the ‘why’ and ‘how’ behind fostering the intrinsic motivation to move, addressing a range of themes relevant to PE practitioners so that physical literacy is transformed from an abstract concept into a tangible pursuit.

If you’re eager to unlock the true meaning of physical literacy, this three-part series, which includes Part 2 on ‘Philosophy to Practice‘ and Part 3 on ‘Research and Practice’, summarises Liz’s published works so that you can take a deep dive into the concept, beginning with the philosophy of physical literacy.

Part 1: The Philosophy of Physical Literacy

Exploring the Notion of Literacy within Physical Literacy: A Discussion Paper

This discussion paper provides a useful delve into the meaning behind the word ‘literacy’ in the concept of ‘physical literacy’. It notes how literacy definitions have expanded from their most simplistic and reductive understanding as ‘the ability to read and write’, to a more dynamic, inclusive and pluralistic conceptualisation of ‘literacies’ as meaning-making in and of the world. Similarly, contemporary uses of the term physical literacy range from a cognitive and skills focus to those which embrace its central concept of embodiment through human interaction with the world. The more holistic understandings demonstrate how, “as embodied individuals, physical literacy is often the literacy through which other literacies have to pass” (p.1). The authors take the reader through the various influences behind the different connotations of physical literacy. By doing so, they demonstrate the philosophical underpinnings of physical literacy that emphasise human capability in interaction with the physical world. To appreciate this capability, they ask the reader to embrace the in-between experiences, and therefore challenge the all-too-common dualities of can and can’t do, or in the case of physical literacy – literate and illiterate.

To read this article in full click here

Physical Literacy and Intentionality: Embodied Beckoning

This article explores the interplay between self and environment with respect to movement. For those who are interested in a deep dive into the philosophy of physical literacy, the first section covers the intricacies of the terms ‘physical literacy’, ‘intentionality’ and ‘embodied beckoning’ before probing the key theories of enactivism, affordances, ecological dynamics and attunement. The following sections explore the primacy of movement and the innate desire to move and how fluent interaction with enabling environments affords this desire. This complex yet intriguing philosophical synthesis reminds the reader that physical literacy is to be “found in the daily occurrences of life” (p.48), not just through structured opportunities provided in PE, sport, recreation, leisure and health.

To read this article in full click here

The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning

This paper extends understanding of the concept of human embodiment as an integrated whole comprising ‘the lived body’ as an instrument and ‘the living body’ as the perceptuomotor dimension. This lived whole is often overlooked in Western society’s tendency to divorce mind from body. Physical literacy interconnects embodiment, lived experience and meaning in nurturing “The motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” (IPLA, 2017). The philosophical concepts behind this interconnection are discussed in depth for the remainder of the paper with a useful table detailing the links between these concepts, physical literacy and physical literacy informed physical education.

To read this article in full click here

Physical Literacy and Human Flourishing

The concept of physical literacy is gaining global acceptance, extending beyond its origins in the United Kingdom to various continents. This interest implies that physical literacy is recognised as more than a regional idea, transcending cultural and geographical boundaries. The paper argues that physical literacy’s worldwide appeal is rooted in its potential contribution to human flourishing – a state where individuals thrive optimally. Human flourishing involves six characteristics: being objectively good, inclusive, individualised, agent-dependent, self-directed, and socially constructed.

Physical literacy aligns with these characteristics, aiming to develop human-embodied potential and promote lifelong engagement in physical activities. The parallels between physical literacy and human flourishing include their pursuit of objectives considered objectively good, inclusiveness for all individuals, recognition of individuality, dependence on the individual’s agency, self-direction, and acknowledgment of social and cultural influences. The paper contends that physical education, guided by physical literacy, can foster a meaningful learning experience by intentionally developing an individual’s embodied capability. Ultimately, the intentional action to enhance the human-embodied potential through physical literacy is seen as a means to promote human flourishing, contributing to holistic health and well-being globally.

To read this article in full click here

Want to find out more?

If you enjoyed this deep exploration into physical literacy, then keep take a look at:

• Part 2 on ‘Philosophy to Practice‘
• Part 3 on ‘Research and Practice’

If you would like to read more about the concept of physical literacy, Liz has also contributed to numerous books on the subject. Please click the links below for just a few examples

Scholary:

• Physical literacy: a guide for educators
• Lifetime Contributions in Physical Education: Celebrating the lives and work of Len Almond (1938-2017) and Joy Butler (1957-2019)

Routledge:

• Researching Difference in Sport and Physical Activity

Learn more

PE Scholar provides a bitesize and short course on physical literacy. Each will help you to understand and embed physical literacy informed practice within your physical education, sport and physical activity offer.