What is Physical Literacy and why does it matter in PE?
In recent years, physical literacy has become a bit of a buzzword in education and sport. But what does it really mean—and why is it so important in our PE curriculum?
A global term with many interpretations
Across the world, definitions of physical literacy can vary. However, most agree that it includes not just the physical side of learning, but also the cognitive and emotional (or affective) aspects. In other words, it’s not just about how well a person moves, but also how they think and feel about physical activity.
These definitions often mention things like skills, motivation, confidence, and attitudes. As Hurter et al. (2022) highlight, what’s universally agreed is that physical literacy is holistic, person-centred and inclusive.
Seeking a common understanding
This variation in how physical literacy is defined has been seen as a barrier to progress. Recognising this, Dr. Margaret Whitehead and colleagues helped form the International Physical Literacy Association (IPLA) back in 2014. Their aim? To guide a more consistent global understanding.
The IPLA offers this widely cited definition:
“Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life.”
(IPLA, 2017)
Even with this definition in place, confusion and variation remained. That’s why Sport England formed a working group, which led to the creation of the Physical Literacy Consensus Statement (PLCS) in 2023.
Read more about the statement here
How the PLCS supports our curriculum
The release of the PLCS felt like a moment of validation for our approach to PE. Many of the same words and ideas we use in our own scheme—such as enjoyment, meaning, and a focus on the whole child—appear in the PLCS too.
1. Positive and meaningful movement
The first key message in the PLCS is all about developing a positive and meaningful association with movement.
This fits perfectly with the concept of Meaningful PE (Beni, Fletcher & Ní Chróinín, 2017). It’s an approach that puts the pupil at the centre of their learning experience—tailoring activities to be enjoyable, relevant, and memorable. Lessons go beyond skill-building to include things like fun, challenge, social connection, and personal relevance.
This is how we help pupils want to move—not because they have to, but because they find value in it.
2. A holistic view of Physical Education
The second element in the PLCS promotes a holistic approach. This reflects our own curriculum’s pillars: move, solve, and connect. Sport England’s version uses the terms: move, think, feel, and connect—but the ethos is the same.
We’re not just developing physical skills. We’re helping pupils grow cognitively, socially and emotionally too.
For example, PE helps build critical thinking and problem-solving skills (Bailey et al., 2009). At the same time, it fosters resilience, teamwork, empathy, and motivation. These wider outcomes are just as important as physical fitness—they shape how young people view movement for the rest of their lives.
Read more about our lesson planning here
3. Lifelong engagement
Finally, the PLCS reminds us that physical literacy is for life.
Whenever I deliver CPD to teachers, I say the same thing: Our goal is to inspire children to move—now and forever. Whether it’s hiking, dancing, playing sport, or just walking the dog, what matters is that children leave school with a love of movement and the confidence to keep it going.
Final Thoughts
Physical literacy isn’t just another educational trend. It’s a meaningful, research-backed way of thinking about how we engage children in movement for life. The alignment of the PLCS with our own curriculum has only strengthened our belief in what we’re doing. By focusing on enjoyment, holistic development, and lifelong engagement, we’re building the foundations for a healthier, happier future.