Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 18 December 2026 | Viewed by 26
Special Issue Editors
Interests: basic motor competencies; active schools; physical literacy
Special Issues, Collections and Topics in MDPI journals
Interests: philosophy of education, health, and sport; inclusion and inclusivity; martial arts; educational neuroscience
Special Issues, Collections and Topics in MDPI journals
Interests: physical education; pedagogy; physical activity; new technologies; wearable devices; research methods; physical literacy
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Physical literacy has emerged as a prominent concept in contemporary physical education, encompassing the physical, cognitive, affective, and social dimensions of movement experiences. However, questions remain about how this concept translates into educational practice, with ongoing debates regarding optimal approaches, assessment methods, and the relationship between traditional sport-based curricula and broader developmental objectives. These tensions highlight the need for rigorous scholarly examinations of physical literacy's theoretical foundations, practical applications, and potential impact on lifelong physical activity engagement.
This Special Issue, ‘Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement’, aligns with Education Sciences' commitment to synthesizing information from diverse perspectives and extending methodological and theoretical understanding in educational research. This Special Issue seeks to advance critical discourse by examining various perspectives on physical literacy, including supportive, skeptical, and alternative viewpoints on pedagogical approaches, implementation strategies, and conceptual frameworks.
Potential themes include the following:
- Pedagogical models and curriculum design for physical literacy development;
- Inclusive movement education approaches for lifelong activity habits in diverse learners;
- Assessment and evaluation methodologies of physical literacy across the lifespan;
- Impacts on motivation, confidence, and physical activity behaviors;
- Teacher education, professional development, and implementation challenges.
We welcome empirical research, systematic reviews, case studies, theoretical papers, and critical analyses that contribute diverse perspectives to the discourse on physical literacy and movement education.
Dr. Claude Scheuer
Prof. Dr. Richard Peter Bailey
Dr. Manolis Adamakis
Guest Editors
Manuscript Submission Information
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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- physical literacy
- movement education
- pedagogical models
- physical education pedagogy
- holistic development
- lifelong physical activity
- curriculum design
- inclusive practices
- motor competence
- teacher education and professional development
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