Physical literacy development through interdisciplinary approaches in educational contexts: A critical review of theory, research, and practice
DOI:
https://doi.org/10.60923/issn.1970-2221/21536Keywords:
physical literacy, interdisciplinary pedagogy, embodied cognition, educational theory, movement competenceAbstract
This article examines the multidimensional construct of physical literacy through an interdisciplinary lens, synthesizing research across educational, psychological, sociological, and physiological domains. The review critically analyzes how physical literacy frameworks have evolved from siloed disciplinary approaches toward more integrated educational models that recognize movement competence as fundamental to holistic human development. Drawing on empirical evidence from longitudinal studies, intervention research, and theoretical scholarship, this article illuminates the pedagogical implications of adopting comprehensive physical literacy approaches within educational settings. The analysis reveals how physically literate individuals develop not only movement competence but also cognitive capabilities, psychological resilience, and social competencies that extend beyond traditional physical education paradigms. The findings emphasize the need for educational policies and practices that position physical literacy as central to educational missions rather than peripheral to academic priorities. This interdisciplinary perspective offers valuable insights for researchers, practitioners, and policymakers seeking to reconceptualize physical education within contemporary educational contexts.
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