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Education Sciences
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Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement
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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 2743

Editors

Dr. Claude Scheuer

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Guest Editor
European Physical Education Association, 8009 Strassen, Luxembourg
Interests: basic motor competencies; active schools; physical literacy
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Richard Peter Bailey

E-Mail Website
Guest Editor
Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur 56000, Malaysia
Interests: philosophy of education, health, and sport; inclusion and inclusivity; martial arts; educational neuroscience
Special Issues, Collections and Topics in MDPI journals
Dr. Manolis Adamakis

E-Mail Website
Guest Editor
School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 17237 Dafne, Greece
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

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

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-anonymized 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 2000 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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Published Papers (4 papers)

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12 pages, 228 KB  
Article
Two Cheers for Physical Literacy: Reconsidering the Whiteheadian Account Through Radical Embodied Cognitive Science
by Richard Bailey, Manolis Adamakis and Claude Scheuer
Educ. Sci. 2026, 16(8), 1261; https://doi.org/10.3390/educsci16081261 - 8 Aug 2026
Viewed by 386
Abstract
Physical literacy has become influential across education, sport, health, and recreation. Yet the field contains multiple definitions and distinct traditions rather than a single agreed position. One especially influential strand is the Whiteheadian account, the philosophically oriented tradition associated with the British philosopher [...] Read more.
Physical literacy has become influential across education, sport, health, and recreation. Yet the field contains multiple definitions and distinct traditions rather than a single agreed position. One especially influential strand is the Whiteheadian account, the philosophically oriented tradition associated with the British philosopher and physical educationalist Margaret Whitehead and extended through allied writers and institutional work. Whitehead did not invent the term physical literacy, which has a longer history, but she provided its most influential contemporary philosophical reconstruction and helped shape its current international meaning. The Whiteheadian account has been important because it rejects narrow mind–body separation and offers a holistic, lifespan-oriented account of movement, meaning, and human flourishing. The argument advanced here is that the Whiteheadian account is non-dualist in declaration but not always in operation. Its explicit commitment to monism and lived embodiment is not always matched by its practical grammar, in which bodily competence, bodily participation, and visible movement often carry more pedagogical and evaluative weight than minded engagement as a process of learning. Radical embodied cognitive science, especially radical enactivism, offers additional conceptual resources for developing a more explicitly relational account of learning and physical literacy because it begins with situated organism–environment engagement rather than with the later integration of bodily and mental domains. The article concludes by proposing a more relational, process-oriented, and pedagogically robust understanding of physical literacy. Full article
(This article belongs to the Special Issue Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement)
13 pages, 297 KB  
Article
Classroom Teachers’ Perceptions of the Alignment Between Physical Education Curriculum and Physical Literacy-Compatible Pedagogy: Preliminary Evidence from Croatia
by Barbara Gilic Skugor, Petra Rajkovic Vuletic and Mirela Sunda
Educ. Sci. 2026, 16(8), 1187; https://doi.org/10.3390/educsci16081187 - 24 Jul 2026
Viewed by 292
Abstract
Physical literacy (PL) has become a central concept in contemporary physical education (PE), promoting holistic movement experiences and lifelong engagement in physical activity. However, it remains unclear how PL principles are reflected in PE curricula and perceived by teachers. This study aimed to [...] Read more.
Physical literacy (PL) has become a central concept in contemporary physical education (PE), promoting holistic movement experiences and lifelong engagement in physical activity. However, it remains unclear how PL principles are reflected in PE curricula and perceived by teachers. This study aimed to preliminarily evaluate the psychometric properties of the Croatian version of the PL-compatible pedagogy questionnaire, examine classroom teachers’ perceptions of Croatian PE curriculum alignment with PL principles, and investigate associations between teachers’ perceived PL and PL-compatible pedagogy. Thirty-three female classroom teachers from Croatia (49.80 ± 10.21 years) completed the Perceived Physical Literacy Questionnaire for Adults (PPLQ-SEE) and the PL-compatible pedagogy questionnaire. The questionnaire demonstrated acceptable internal consistency for exploratory purposes (Cronbach’s α = 0.65). The strongest agreement was observed for acknowledgement of students’ unique movement journeys (ID = 0.56), inclusion (ID = 0.55), meaningful engagement in physical activity (ID = 0.55), and embodiment (ID = 0.53), while lower agreement was found for student movement choice (ID = 0.38) and balanced holistic development (ID = 0.38). Significant associations between teachers’ perceived PL and specific PL-compatible pedagogy items provided initial evidence of construct validity, although these findings should be interpreted as exploratory. These preliminary findings suggest that future PL-based approaches may benefit from placing greater emphasis on student autonomy, movement choice, and holistic learning experiences within PE. However, confirmation in larger and more diverse samples is required. Full article
(This article belongs to the Special Issue Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement)
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23 pages, 1526 KB  
Article
Towards a Practice-Informed Model of Physical Literacy Assessment in Early Childhood Education Contexts
by Agnese Kretaine, Helena Vecenane and Svetlana Usca
Educ. Sci. 2026, 16(6), 825; https://doi.org/10.3390/educsci16060825 - 23 May 2026
Viewed by 564
Abstract
Physical literacy is widely conceptualized as a holistic, multidimensional construct that encompasses the affective, physical, cognitive, and social domains. However, the assessment in early childhood education (ECE) contexts is conceptually fragmented and inconsistent in practice. This study aims to develop a practice-informed physical [...] Read more.
Physical literacy is widely conceptualized as a holistic, multidimensional construct that encompasses the affective, physical, cognitive, and social domains. However, the assessment in early childhood education (ECE) contexts is conceptually fragmented and inconsistent in practice. This study aims to develop a practice-informed physical literacy assessment model based on practitioners’ perspectives and empirical patterns. A quantitative, cross-sectional survey was conducted with 324 practitioners working with children aged 1.5–7 years in various ECE contexts in Latvia. The questionnaire examined three dimensions of assessment practice: (1) physical literacy domains and components, (2) assessment processes (functions, methods, forms, and documentation), and (3) perceptions of assessment quality (validity, reliability, and usability). Descriptive statistics and nonparametric analyses were used to identify dominant patterns. The findings suggest that all four domains of physical literacy are included in assessments of early childhood educational contexts. However, the components of these domains are not consistently defined. More observable components are assessed more consistently, while less visible components are more frequently interpreted within specific pedagogical contexts. Assessment is predominantly formative, process-oriented, and embedded in play-based activities typical of early childhood education (ECE) contexts, with limited use of diagnostic approaches. Based on these findings, we propose a practice-informed assessment model. This model is conceptualized as a structured framework of content, assessment processes, and quality conditions applicable within early childhood education contexts. In this model, assessment criteria function as an interpretive filter that shapes the selection of methods and the interpretation of content. This positions assessment as a dynamic, context-dependent process mediated by the early childhood practitioners. These findings suggest the need to transition from standardized approaches to more context-sensitive and theoretically grounded assessment practices in early childhood education contexts. This framework has the potential to enhance the alignment between physical literacy conceptualizations and their subsequent implementation in practice. Full article
(This article belongs to the Special Issue Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement)
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18 pages, 2151 KB  
Article
From Dough to Data: Cooking as an Authentic Context for Developing Fine Motor Skills Within Physical Literacy
by Ellie Huggett, Lorraine Spalding and Kristy Howells
Educ. Sci. 2026, 16(5), 780; https://doi.org/10.3390/educsci16050780 - 14 May 2026
Viewed by 662
Abstract
Introduction: Declines in children’s fine motor skills (FMS) are increasingly reported across UK primary education, raising concerns for school readiness, independence, and long-term health. This study examined whether structured classroom-based cooking activities could enhance FMS in children aged 7–8 years. Methodology: Informed by [...] Read more.
Introduction: Declines in children’s fine motor skills (FMS) are increasingly reported across UK primary education, raising concerns for school readiness, independence, and long-term health. This study examined whether structured classroom-based cooking activities could enhance FMS in children aged 7–8 years. Methodology: Informed by physical literacy and experiential learning, a six-week intervention (n = 30) used progressive pizza-making sessions to target effective pincer grip, consistent hand-eye coordination, and control over hand and wrist motions, a mixed-methods design that combined curriculum-aligned observational assessments with qualitative field notes. Results: Statistically significant progressive increases were observed across effective pincer grip, consistent hand-eye coordination, and hand and wrist control (χ2, p < 0.001), suggesting improvements in fine motor competence within this sample. Performance increased from 30–40% skill demonstration in session one to 70–85% by session five. Qualitative data indicated enhanced confidence, task persistence, and independence. Discussion: In this sample, authentic, goal-directed cooking tasks were associated with improvements in FMS, reinforcing links to cognitive and academic outcomes. Cooking offers a low-cost, inclusive approach that integrates movement, learning, and health priorities. Embedding structured cooking within the curriculum may provide a scalable strategy to support FMS development and health equity, establishing a strong foundation for future controlled research. Full article
(This article belongs to the Special Issue Rethinking Physical Literacy: Critical Perspectives on Educating Through Movement)
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