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Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones and Richard J. Keegan

Despite the increased interest and attention around the concept of physical literacy on a global and political level ( Dudley, Cairney, Wainwright, Kriellaars, & Mitchell, 2017 ), it continues to be largely misinterpreted by practitioners, including school teachers ( Edwards, Bryant, & Jones, 2015

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John Cairney, Tia Kiez, E. Paul Roetert and Dean Kriellaars

Margaret Whitehead can be credited as being the modern champion of physical literacy. Arguably, her most important contribution was to recast the construct within a particular philosophical perspective (existentialism). By providing a more extended treatise on its features and its place within

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Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan and Ali S. Brian

Physical literacy (PL) is a widely contested term ( Edwards, Bryant, Keegan, Morgan, & Jones, 2017 ). The past decade has seen a proliferation of over 10 separable definitions of PL used among educational, public health, and sport organizations across the world ( Keegan, Barnett, & Dudley, 2017

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John Cairney, Heather Clark, Dean Dudley and Dean Kriellaars

Physical literacy (PL) has gained significant attention as a potential philosophical grounding for physical education, and it is widely embraced by both physical education and sport organizations ( Corbin, 2016 ; Higgs, 2010 ; Lundvall, 2015 ; Mandigo, Francis, Lodewyk, & Lopez, 2009 ). PL has

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

literacy, physical literacy (PL) has become more prominent in the discourse related to the promotion of lifelong physical activity participation and the associated health outcomes. Whitehead ( 2001 ), for example, invigorated the concept of PL by advocating that it is a critical disposition that influences

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Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright and John R. Evans

Physical literacy is a concept that has generated significant interest as a way of addressing the global problems of physical inactivity and disengagement from physical pursuits ( Shearer et al., 2018 ; Whitehead, Durden-Myers, & Pot, 2018 ). Sedentary lifestyles remain a significant problem

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Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright, John R. Evans and Richard J. Keegan

There is growing international interest in the concept of physical literacy because of the claimed benefits to physical ( Gatley, 2010 ; Tremblay, 2012 ; Tremblay & Lloyd, 2010 ), behavioral, psychological, and social outcomes for young people ( Edwards, Bryant, Keegan, Morgan, & Jones, 2017

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Ali Brian, An De Meester, Aija Klavina, J. Megan Irwin, Sally Taunton, Adam Pennell and Lauren J. Lieberman

The physically literate person possesses the confidence, competence, motivation, knowledge, and understanding to value and take responsibility for engagement in physical activities throughout the lifespan ( Whitehead, 2001 ). Whitehead ( 2001 ) developed her concept of physical literacy, by

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Xiangli Gu, Senlin Chen and Xiaoxia Zhang

’s achievement of physical literacy, a recently revived concept that articulates essential competence and confidence ( Whitehead, 2001 , 2009 , 2013 ). The Society of Health and Physical Educators (SHAPE America) recently revised the national standards in the United States to recalibrate the goal of school

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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

To design appropriate environments to foster physical literacy, prospective teachers of physical education (PE) need a sound theoretical understanding of the learner and of the philosophy of physical literacy and need to appreciate the role of models-based practices in promoting physical literacy