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Physical literacy (PL) provides a powerful lens for examining movement in relation to physical activity (PA) and motor skill outcomes, environmental context, and broader social and affective learning processes. To date, limited consideration has been given to the role PL plays in promoting positive health behaviours. There is no clear conceptual framework based on existing empirical evidence that links PL to health, nor has an evidence-informed case been made for such a position. The purpose of this paper is to (1) present a conceptual model positioning PL as a health determinant, and (2) present evidence in support of PL as a health determinant, drawing on research largely from outside physical education. Viewing PL from the perspective of a multidimensional, experiential convergence process enables it to be differentiated from other models. However, parallels between our model and existing models that focus on movement competence are also drawn. Arguing from a pragmatic perspective on PL, we present evidence for positioning PL as a determinant of health from two literature sources: research on motor coordination disorders in children, and associations between motor competence, PA and health in typically developing children. Statistical modelling approaches consistent with the concept of PL are discussed. Results from these approaches—confirmatory factor analysis and cluster analysis—support the idea that measures related to motor competence, motivation and positive affect work in an integrative manner to produce differences in PA and subsequent health outcomes in children. There is increasing interest in PL, particularly in the field of public health. Presenting a model that explicitly links PL to health can lead to the generation of new research questions and the possibility of broadening impact beyond the context of physical education alone. To date, there has been little conceptual attention to what positioning PL as a determinant of health means. By providing an evidence-based model of PL as a determinant of health, we hope to further the discussion and stimulate increased empirical research in the field.

Objective: To examine the impact of circus arts instruction in physical education (PE) on the physical literacy of children in Grades 4 and 5.

Methods: A clustered, quasi-experimental design was used comparing children in schools with circus arts instruction in physical education (n=101) with children in socioeconomic status-matched schools using standard PE instruction (n=110). Physical literacy assessments performed at the beginning and end of one semester using the Physical Literacy Assessment for Youth tools.

Results: Significant improvements in motor competence for both groups; endpoint differences favored the circus arts instruction in physical education schools for 15 of 18 movement skills for Grade 5 and 7 of 18 skills for Grade 4 (p<.05), with corresponding increases in children’s confidence and comprehension of movement terminology, as well as active participation. The gap in motor competence between girls and boys in the circus arts instruction in physical education schools was smaller than in standard PE schools.

Conclusions: Circus arts instruction enriched PE can effectively aid in the development of physical literacy in children with greater gender equity. [editor summary]

The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals.

In this commentary, an argument for using physical literacy as a guiding framework for the design, implementation and evaluation of physical activity interventions targeting cognitive development in early childhood is offered. While physical activity and exercise have been shown to be positively linked to cognitive development, selecting the right kinds of activities for children, particularly in the first six years of life, is critical to ensuring children stay engaged and benefit from participation. The concept of “thinking movement” has been described before, where emphasis is placed not only on the importance of physical activity, but the combination of cognitive (e.g., problem solving) and movement based skills together as necessary for stimulating positive change in cognitive ability. Physical literacy offers great potential as a framework beyond thinking movement because it focuses not only on movement (moto skill) and physical activity, but also affective (fun) and motivational domains such as competence and confidence. The intersections of motor skill, positive affect and motivation are the core elements required to ensure children want to be active and are critical for maintenance of physical activity across the lifecourse.