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Elizabeth J. Durden-Myers, Margaret E. Whitehead, and Niek Pot

The concept of physical literacy is now being seriously considered across the world and is being accepted as a valuable concept in many countries worldwide. In particular, physical literacy has gained worldwide interest across most continents, including North America (Canada and the United States

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Elizabeth J. Durden-Myers and Margaret E. Whitehead

The concept of physical literacy is increasing in popularity in both policy and practice in the fields of sport, health, education, and recreation in several countries around the globe ( Lundvall, 2015 ; Jurbala, 2015 ). With this increased popularity, so too are the calls for research in relation

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Elizabeth J. Durden-Myers, Nigel R. Green, and Margaret E. Whitehead

The concept of physical literacy has been discussed and debated in many countries since the turn of the century. Most importantly, physical literacy has been accepted as a valid goal to work toward within education and beyond. Now high on the agenda is the issue of the nature of the implications

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Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers, and Lawrence Foweather

Over the past 20 years, the invigoration of research regarding physical activity and physical education has generated a greater understanding of both their importance and how they should be promoted ( Allan, Turnnidge, & Côté, 2017 ). “Physical literacy” has subsequently emerged as a concept that

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Daniel B. Robinson, Lynn Randall, and Joe Barrett

Physical Literacy: Origins and Conceptions The term physical literacy was first introduced into the physical education (PE) literature almost 80 years ago. At that time, the United States’ National Physical Education Service of the National Recreation Association ( 1938 ) introduced an expression

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Margaret E. Whitehead, Elizabeth J. Durden-Myers, and Niek Pot

As a 21st-century concept, physical literacy is increasingly being used within international policy directives to clarify and clearly articulate the importance of physical activity especially within education ( Department for Education, 2013 ; Ontario Ministry of Education, 2015 ; Society of

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Dylan O. Blain, Thomas Curran, and Martyn Standage

Physical literacy is understood to be important for child and adolescent development and health (e.g.,  Society of Health and Physical Educators America, 2013 ; United Nations Educational, Scientific and Cultural Organization, 2015 ; Whitehead, 2010 ). To date, physical literacy has been largely

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Niek Pot, Margaret E. Whitehead, and Elizabeth J. Durden-Myers

Physical literacy is defined as “the motivation, confidence, physical competence, and knowledge and understanding to value and take responsibility for engagement in physical activities for life” ( International Physical Literacy Association [IPLA], 2016 ). The concept is increasing in popularity in

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Lorraine Cale and Jo Harris

Given that physical literacy is concerned with lifelong participation in physical activity ( Liedl, 2013 ; Whitehead, 2013 ) and valuing and taking responsibility for engagement in physical activities for life ( Whitehead, 2010b ), having the required knowledge and understanding of movement and

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Chloe McKay, Johanna M Hoch, and Deirdre Dlugonski

Clinical Scenario Physical literacy is defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.” 1 It is proposed that physical literacy affects physical activity rates and the