Htqe.2025.14

https://doi.org/10.22364/htqe.2025.14 | 193-210 | PDF

The Concept of Physical Literacy in Child-Centred Education

Agnese Kretaine¹, Helena Vecenane¹
¹Riga Technical University Liepaja Academy, Latvia

Abstract
The notion of physical literacy (PL) has gained prominence as a pivotal concept in explaining why children learn physical skills, how they understand their practical application in everyday life, and why physical literacy is important for overall development. In a child-centered learning environment, the emphasis is on the importance of personal development, linking new knowledge to an existing knowledge base. This is consistent with the concept of PL. The review’s objective was to define PL, identify its elements, and demonstrate its connection in a child-centered setting. A literature review was conducted in the Scopus database on the topic of PL and physical or sport education to investigate the research questions. Researchers analyzed the identified elements of PL according to the description of child-centred teaching approach.

Results. The concept is described more as the philosophically based and developed by Margaret Whitehead (2010). PL is defined as motivation, confidence, physical competence, knowledge, and understanding of the use of physical activity throughout the lifespan. The six elements of the PL conceptual framework – motivation, confidence and physical competence, environment, sense of self, self-expression and communication, and knowledge and understanding are applicable to a child-centered learning approach.

Conclusions. The concept of PL is essential for developing physical education to individualize the learning process and enable students to learn independently. The framework of PL elements aligns seamlessly with the child-centered sport pedagogy approach.

Keywords: physical literacy, physical education, physical activity, child centered, pedagogy

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025