Physical Literacy and Human Flourishing

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Elizabeth J. Durden-Myers Liverpool John Moores University

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Margaret E. Whitehead University of Bedfordshire

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Niek Pot Windesheim University of Applied Sciences

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DOI:
https://doi.org/10.1123/jtpe.2018-0132
In Print:
Volume 37: Issue 3
Page Range:
308–311
Restricted access

This article explores the relationship between physical literacy and human flourishing. Understanding the contribution physical literacy may have in nurturing human flourishing extends the philosophical rationale and importance of physical literacy in relation to maximizing human potential. This article proposes that the concept of physical literacy is being embraced worldwide, in part due to the contribution physical literacy may make in nurturing human flourishing. Therefore, this article discusses the relationship between physical literacy and human flourishing in detail, unveiling what value this connection may hold in promoting physical literacy as an element integral in enhancing quality of life. Aspects of human flourishing are presented and examined alongside physical literacy. Synergies between physical literacy and human flourishing are not hard to find, and this gives credence to the growing adoption of physical literacy as a valuable human capability.

Durden-Myers is with the Faculty of Education, Health and Community, Liverpool John Moores University, Liverpool, United Kingdom. Whitehead is with the University of Bedfordshire, Luton, United Kingdom. Pot is with the Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands.

Address author correspondence to Elizabeth J. Durden-Myers at liz@scholary.com.
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