Exploring physical literacy in school contexts: a systematic review of qualitative evidence.

ABSTRACT:

Background

Physical Literacy (PL) is widely acknowledged in international policy documents for its holistic contribution to promoting lifelong physical activity. It encompasses four interconnected learning domains (physical, psychological, cognitive, and social), thus extending beyond motor competence. Although theoretical developments in PL have advanced, qualitative insights into its implementation and experience within school-based interventions remain limited. Existing reviews have largely focused on quantitative outcomes, often reinforcing the centrality of the physical learning domain while overlooking the cognitive, psychological, and social dimensions of PL.

Purpose

This study builds on previous reviews by mapping qualitative data on school-based PL interventions. Th

SUBMITTER: Vieira D 

PROVIDER: S-EPMC12753885 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature