Theoretical Framework and Requirements for Implementing the Concept of Physical Literacy in Schools of Education

Background and Purpose
Physical literacy (PL) has generated substantial international interest across the sport, health, and education sectors. As a multidimensional concept, physical literacy encompasses motivation, confidence, physical competence, knowledge, and understanding that together sustain physical activity throughout an individual’s life. It is recognized as a critical component of overall well-being and development, with the potential to positively impact individuals of all ages and abilities. The growing global recognition of physical literacy’s importance has led to a surge in efforts to promote and enhance it in various contexts, including schools, communities, and sports organizations.
Promoting physical literacy in educational settings requires a deep understanding of its theoretical framework, especially within physical education. Such understanding is essential for enhancing students' quality of life and physical performance. By establishing a connection with scientific theories, educators can increase awareness of the significance of physical activities for students’ health and growth. This approach not only aids in developing new educational strategies but also empowers students to improve their health and performance through various exercises. Physical literacy encourages students to adopt a healthier lifestyle and enjoy the lifelong rewards of physical activity.
Given these considerations, the aim of the current research is to provide a coherent conceptual framework of physical literacy, along with the requirements for implementing this concept in educational environments, especially schools. Furthermore, the study seeks to offer practical recommendations for educators and policymakers to effectively incorporate physical literacy into the educational system, thereby promoting holistic development and well-being among students.
 
Methods
This research adopts a qualitative approach, specifically research synthesis with a focus on systematic review. The systematic review involved a comprehensive search of relevant literature, data extraction, and synthesis of findings to provide a clear overview of the current state of knowledge on physical literacy and its implementation in educational settings. This approach allowed for a rigorous and transparent analysis of existing research, leading to valuable insights and conclusions that can inform future studies and interventions.
The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Throughout the data collection and analysis processes, the research adhered to evidence quality criteria including validity, transferability, reliability, and variability. The research team ensured that all data sources were thoroughly evaluated for their adherence to these criteria, enabling a comprehensive and robust analysis. This rigorous approach helped to establish the credibility and trustworthiness of the findings, ultimately enhancing the overall quality and impact of the research outcomes.
Document analysis was conducted using thematic analysis, performed manually, with model design supported by ATLAS.TI software. This allowed for the systematic coding and categorization of themes, facilitating the development of an integrated conceptual framework for physical literacy.
 
Findings
Based on the synthesis of studies and the coding process grounded in thematic analysis, the framework of physical literacy is composed of the integration of four key areas: motor competence (physical), mental-emotional, cognitive, and behavioral-social domains. These four domains form the pillars of the framework, each comprising key elements that collectively contribute to the development of physical literacy.
All elements within the framework are interrelated and can be applied in various ways to different contexts and tasks. The framework helps individuals understand how to progress on physical, psychological, social, and cognitive levels, thereby supporting lifelong participation in movement and physical activity.Physical (Motor Competence) Domain: This domain involves the coordination and application of physical skills necessary to execute movements in diverse situations and environments. It includes the development of fundamental movement skills, balance, agility, and overall physical competence.Psychological (Mental-Emotional) Domain: This domain encompasses the development of self-esteem, confidence, and motivation, as well as understanding the emotional responses linked to movement and physical activity. It highlights the importance of fostering a positive attitude and resilience in the face of challenges.Social (Behavioral-Social) Domain: This domain includes the development of social skills such as collaboration, fair play, leadership, and communication. These skills enable individuals to enjoy participating in activities and interacting effectively with others, thereby enhancing social integration and teamwork.Cognitive Domain: This domain focuses on developing an individual’s understanding of how, when, and why to move in particular ways. It also includes knowledge and awareness of the benefits of movement and physical activity, as well as the ability to make informed decisions regarding health and fitness.
In line with the requirements for implementing physical literacy in schools, four key themes were identified:
Trained Instructors: The presence of well-trained, knowledgeable instructors is essential for effectively delivering physical literacy programs and fostering student engagement.Engaging and Enjoyable Experiences: Physical literacy initiatives should prioritize creating enjoyable and meaningful experiences that motivate students to participate and remain active.Motivating Environment: Schools should cultivate an environment that encourages and supports physical activity, making it an integral part of the school culture.Empowering Physical Literacy Programs: Programs should be designed to empower students, helping them develop the skills, confidence, and motivation needed for lifelong physical activity.
By embracing these key themes, schools can effectively promote physical literacy among students and help them lead active and healthy lifestyles.
 
Conclusion
This framework is designed for individuals who believe that physical literacy, with its holistic educational approach, can maximize students' overall development. To develop this comprehensive educational framework, each relevant stakeholder can contribute:Individuals: Anyone can identify areas for physical literacy development, including those who want to recognize their abilities or start a new activity.Parents: Parents can use this tool to monitor their child's development both at home, in school, and during sports and physical activities.Schools and Educators: Schools and teachers can use the physical literacy approach to improve a child's overall development by teaching skills that encourage a healthy lifestyle. Physical literacy can assist educators in identifying and assessing a child's abilities and areas requiring development.Sports Coaches and Teachers: Coaches can incorporate the physical literacy approach into designing and implementing sports activities, as well as developing and training programs for athletes, to improve their skill development.Policymakers: Policymakers play a vital role in creating environments that promote physical literacy and encourage people to lead healthy, active lives. They should make physical literacy the basis of health policies, improving individual and social well-being.
By developing and implementing this comprehensive educational framework, stakeholders can maximize the holistic development of students, equipping them with the skills, confidence, and motivation to lead active, healthy, and fulfilling lives.