Physical literacy has become influential across education, sport, health, and recreation. Yet the field contains multiple definitions and distinct traditions rather than a single agreed position. One especially influential strand is the Whiteheadian account, the philosophically oriented tradition associated with the British philosopher and physical educationalist Margaret Whitehead and extended through allied writers and institutional work. Whitehead did not invent the term physical literacy, which has a longer history, but she provided its most influential contemporary philosophical reconstruction and helped shape its current international meaning. The Whiteheadian account has been important because it rejects narrow mind–body separation and offers a holistic, lifespan-oriented account of movement, meaning, and human flourishing. The argument advanced here is that the Whiteheadian account is non-dualist in declaration but not always in operation. Its explicit commitment to monism and lived embodiment is not always matched by its practical grammar, in which bodily competence, bodily participation, and visible movement often carry more pedagogical and evaluative weight than minded engagement as a process of learning. Radical embodied cognitive science, especially radical enactivism, offers additional conceptual resources for developing a more explicitly relational account of learning and physical literacy because it begins with situated organism–environment engagement rather than with the later integration of bodily and mental domains. The article concludes by proposing a more relational, process-oriented, and pedagogically robust understanding of physical literacy.

Children show large differences in their basic motor competencies (BMC), which are key learning objectives of physical education (PE) and serve as a foundation for participating in school-based and extracurricular sports. While individual determinants, including age, sex, and extracurricular physical activity, are known to consistently predict BMC, studies investigating the role of structural aspects of PE on children's BMC levels are lacking. This study examined whether weekly PE time is associated with differences in BMC levels in children across Europe, beyond individual factors. Endogenous (age, sex, body-mass-index), exogenous (participation in ball or individual sports) and structural factors (amount of weekly PE) along with BMC values (object movement and self-movement, tested with the MOBAK-1-2 and MOBAK-3-4) were assessed in 4291 6- to 10-year-old children (50 % girls) in twelve European countries. Hierarchical regression models revealed that individual factors were consistent predictors of BMC, but no associations were found between the amount of PE and BMC. These results indicate that other PE aspects may be more indicative of differences in BMC than the amount of PE. The significant role of extracurricular sports underscores the importance of analysing and promoting the availability of such activities.

Objectives: Physical fitness is an important indicator of health in children. Accurately monitoring child and adolescent physical fitness is critical when designing effective public health interventions and strategies. This article communicates the creation process of the FitBack platform, a multi-lingual, free-for-use online health, education and information portal tool. The study's objectives are to provide a detailed breakdown of the evidence-based health-related criteria that support its unique feedback reporting system. Methods: Four methodological phases were used to create the FitBack platform. First, a review of existing European fitness databases was conducted to identify common fitness tests and methodologies within a European framework. Second, investigators collated data to create European-level fitness norms, health-related criteria, and health-oriented educational resources dedicated to improving child fitness levels. Third, guidance on how to create one's own fitness monitoring and surveillance system was created based on good practice examples. The FitBack platform was then piloted and launched based on data received from stakeholders who responded to >= 2 rounds of consultation dialogues. Results: The final version of the online platform is detailed herein, with special focus on describing its novel health-related, child-specific fitness criteria used to provide its diverse end-users individualised health feedback. Conclusions: The FitBack online platform is a first-step tool that anyone can use towards creating their own standardised, person-centred, multi-national fitness surveillance system for children, bridging policy gaps that exist between current European political recommendations and individual member states, encouraging harmonious cooperation between sectors. By providing the detailed age- and sex-specific health-related fitness cutpoints underpinning FitBack's health feedback, we expect this versatile digital health tool to be useful not only to researchers, but also practitioners and policy makers, as they work towards building better child fitness monitoring system infrastructures worldwide.

Objective: This study investigated active recess as an innovative approach to improving physical activity levels in European primary schools, addressing the need to counteract sedentary behaviour and enhance health in students.Method and Design: Using rapid reviewing, the article summarises empirical evidence from a variety of sources, including cross-sectional and intervention studies. Different approaches are investigated to determine their impact on physical activity during recess.Results: Different playground settings have distinct effects on physical activity, with grassland and designated zones in particular promoting moderate-to-vigorous physical activity. Gender inequalities in physical activity patterns suggest the need for gender-sensitive interventions. Playground marking and scheduled activities temporarily increase physical activity, whereas recess of more than 60 minutes dramatically enhances physically active participation.Conclusions: This study demonstrates the impact of active recess in facilitating children to engage in higher levels of physical activity. The findings have implications for school health policy decisions.

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the evaluation de la Litteratie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed-physical; affective; cognitive; and social-with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults' PL, but ELIP still requires further work concerning validity, reliability, and sensitivity.

Evidence suggests that children and adolescents fail to meet international physical activity recommendations and are at heightened risk of non-communicable conditions, including cardiovascular diseases, cancers, chronic respiratory diseases, and diabetes. Active Transport is one of a set of school-based strategies proposed to help meet daily physical activity targets. Physically active ways of travelling to and from school have received growing support as a simple, accessible, and inexpensive population-level strategy that can be integrated into students' routines. This study's objective was to review evidence from across Europe of Active Transport 's contribution to promoting health-enhancing physical activity. The approach involves examining two bodies of literature: the relationship between Active Transport and physical activity levels; and the effects of interventions to promote physical activity through Active Transport. A rapid review protocol gathered and analysed published academic evidence related to these topics. This is the first review to take a European focus, indicating that Active Transport interventions have produced mixed results. Nevertheless, well-designed interventions can significantly contribute to increasing children's physical activity levels.

ABSTRACTObjectives(1) To develop reference values for health-related fitness European children and adolescents aged 6–18 years that are the foundation for the web-based, open-access and multi-language fitness platform (FitBack); (2) To provide comparisons across European countries.MethodsThis study builds on a previous large fitness reference study in European youth by: (1) widening the age demographic, (2) identifying the most recent and representative country-level data, and (3) including national data from existing fitness surveillance and monitoring systems. We used the ALPHA test battery as it comprises tests with the highest test-retest reliability, criterion/construct validity, and health-related predictive validity: the 20-m shuttle run (cardiorespiratory fitness); handgrip strength and standing long jump (muscular strength); and body height, body mass, body mass index, and waist circumference (anthropometry). Percentile values were obtained using the GAMLSS method.ResultsA total of 7,966,693 data points from 34 countries (106 datasets) were used to develop sex- and age-specific percentile values. In addition, country-level rankings based on mean percentiles are provided for each fitness test, as well as an overall fitness ranking. Finally, an interactive fitness platform, including individual and group reporting, and European fitness maps, is provided and freely available at www.fitbackeurope.eu.ConclusionsThis study discusses the major implications of fitness assessment in youth from a health, educational and sport perspective, and how the FitBack reference values and interactive web-based platform contribute to it. Fitness testing can be conducted in school and/or sport settings, and the interpreted results be integrated in the healthcare systems across Europe.What is already known on this topic-Fitness testing in youth is important from a health, educational and sport point of view.-The EU-funded ALPHA project reviewed the existing evidence and proposed a selection of field-based fitness tests that showed the highest test-retest reliability, criterion/construct validity, and health-related predictive validity among available tests.What this study adds-The FitBack project provides the most up-to-date and geographically diverse reference fitness values for 6-to 18-year-old Europeans.-This study introduces the first web-based, open-access, and multi-lingual fitness reporting platform (FitBack) providing interactive information and visual mapping of the European fitness landscape.How this study might affect research, practice, or policy-From a health perspective, very low fitness levels are a non-invasive indicator of poor health at both the individual and group level (e.g., school, region), which have utility for health screening and may guide public health policy. There are already examples of regional and national fitness testing systems that are integrated into the healthcare systems.-From an educational perspective, fitness testing is part of the school curriculum in many countries, and the FitBack platform offers physical education teachers an easy-to-use tool for interpreting fitness test results by sex and age.-From a sport perspective, these reference values can help identify young individuals who are talented in specific fitness components.

Using data from the Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ project, this study aimed at investigating teachers' practices related to inclusion of children with additional needs (AN) in primary physical education (PE) and identifying supports that could enhance these practices. Responses from 1170 primary teachers across nine European countries to an online questionnaire were analysed. Although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE. Teachers considered guidance on children's motor needs and video-based resources particularly useful in promoting inclusion. Implications of the findings within the DIPPE project and more broadly are discussed.

Basic motor competencies (BMC) belong to the main learning goals of physical education (PE) in primary school and are needed to actively take part in the culture of sport and human movement. BMC levels between European countries differ widely and individual determinants like age, sex, and extracurricular physical activity participation consistently predict BMC levels (Wälti et al., 2022), but also structural aspects of PE are important factors of learning outcomes. In this study, we wanted to investigate if the weekly amount of PE accounts for differences in BMC levels across countries. We assessed BMC (object movement, self-movement), anthropometric data (sex, age, body-mass-index) and participation in extracurricular physical activity (ball sports, individual sports) in 3,069 6- to 10-year-old primary school children using the MOBAK-1-4 and structural aspects (amount of PE) in 179 teachers from eight European countries. Latent multilevel regression analyses were corrected for children’s sex, age, body-mass-index, extracurricular physical activity participation and region of assessment. Despite differences in the weekly amount of PE in the assessed samples, there were no significant associations between the amount of PE and object movement or self-movement in either the 6- to 8-year-old or the 8- to 10-year-old children. The covariates age, sex, body-mass-index and participation in ball sports were significant predictors of object movement in all children. Body-mass-index and participation in any kind of extracurricular physical activity were significantly associated with self-movement in children aged 6-8 years. In children aged 8-10 years, all anthropometric variables as well as participation in any kind of extracurricular physical activity were significant predictors of self-movement. Other country-specific or PE-related factors might be more crucial for the differences in BMC levels than the amount of PE (García-Hermoso et al., 2020). A focus on the quality and content of PE lessons as well as on the qualification and goals of PE teachers is suggested. Nevertheless, for children who do not participate in extracurricular physical activity, PE can be crucial for BMC development. References García-Hermoso, A., Alonso-Martínez, A. M., Ramírez-Vélez, R., Pérez-Sousa, M. Á., Ramírez-Campillo, R., & Izquierdo, M. (2020). Association of physical education with improvement of health-related physical fitness outcomes and fundamental motor skills among youths: A systematic review and meta-analysis. JAMA Pediatrics, 174(6), Article e200223. https://doi.org/10.1001/jamapediatrics.2020.0223 Wälti, M., Sallen, J., Adamakis, M., Ennigkeit, F., Gerlach, E., Heim, C., Jidovtseff, B., Kossyva, I., Labudová, J., Masaryková, D., Mombarg, R., De Sousa Morgado, L., Niederkofler, B., Niehues, M., Onofre, M., Pühse, U., Quitério, A., Scheuer, C., Seelig, H., Vlček, P., . . . & Herrmann, C. (2022). Basic motor competencies of 6- to 8-year-old primary school children in ten European countries: A cross-sectional study on associations with age, sex, BMI and physical activity. Frontiers in Psychology, 13, Article 804753. https://doi.org/10.3389/fpsyg.2022.804753

Physical activity is an important part of children’s and young people’s healthy functioning, but evidence suggests many students are inactive to the extent that they are compromising their well-being. Traditionally, schools have played a minor role in contributing to physical activity, but it has held relatively low prestige. Some commentators have called for Whole-School or Active School approaches. Physical activity, in these models, is integrated into all aspects of school life. This article reports on a review of the most-cited elements of school-based physical activity promotion, assesses evidence of actual and potential contributions, and provides a tentative weight of evidence judgement for each component. A rapid reviewing methodology was followed, and the searches used a range of specialist academic databases (PsycARTICLES, PsycINFO, SPORTdiscus, CINAHL Complete), Google Scholar, ResearchGate, and Academia.edu, restricted to 2010–2021. Six settings were found to have the potential to add physical activity time, although none suffices alone: Active Breaks; Active Homework; Active Learning; Active Recess; Active Transport; and School Sports. Active Schools offer a plausible solution to the problem of physical inactivity by adding moments of movement and integrating physical activity in all aspects of school life, underlining the need for school-level change, the consideration of stakeholder groups, and the social and physical environments of school.

Background: Physical activity is a familiar feature in schools worldwide. Its most common justification for inclusion is its distinctive contribution to students’ physical health and fitness and claimed benefits to non-physical aspects of education, such as social skills. Possible effects on cognitive and academic performance are less frequently assumed. This article examines the academic effects of ‘Active Learning’ practices in school classrooms. Our objective was to test the claim that physical activity can enhance curricular achievement and learning, specifically curriculum-focused physical activity and Learning Through Movement. Methods: Using a rapid review methodology, in this article we report on the evidence of contributions of active learning from peer-reviewed publications from 2010 to 2022. Results: The literature generally supported the central hypothesis that students in Active Learning conditions out-performed those in non-active conditions, both during Active Learning tasks and later. Whether this was due to the introduction of physical activity in the specific setting of classroom lessons or physical activity per se remains unclear. Conclusions: To ensure positive outcomes from Active Learning, practices should be planned in association with a series of favourable change mechanisms: proactive leadership, teacher engagement, the ease of finding and implementing Active Learning in sessions, and the genuine integration of Active Learning into curricula and lessons.

Basic motor competencies (BMC) belong to the key learning goals of Physical Education (PE) in primary school curricula in Europe. These competencies are necessary to participate in sports inside and outside of school. Children should therefore achieve age-adequate BMC in PE and any need for educational motor support should be identified at an early stage. Studies in German-speaking countries showed that various endogenous and exogenous factors are related to children’s BMC, but international studies are missing. In the present cross-sectional study, the two BMC areas object movement (OM) and self-movement (SM) as well as the associations with endogenous (age, sex, body mass index) and exogenous (participation in extracurricular sports) factors were investigated in 1721 8‑ to 10-year-old primary school children from nine European countries. Over 25% of the children showed need for educational motor support in OM and over 20% in SM. BMC levels differed significantly between the country-specific subsamples. In all subsamples, boys showed better performances in OM, while girls scored better in SM. Older children performed better in OM and SM than younger children. Higher body mass index predicted lower BMC scores in both competence areas. Participation in ball sports was positively associated with OM and SM, and individual sports participation was a significant predictor of SM. As exogenous and endogenous variables consistently predicted BMC in all subsamples, there must be other reasons for variation in BMC levels. Future studies should address country- and school-specific characteristics like content and amount of PE.

Background To date, few data on the quality and quantity of online physical education (P.E.) during the COVID-19 pandemic have been published. We assessed activity in online classes and reported allocated curriculum time for P.E. in a multi-national sample of European children (6-18 years). Methods Data from two online surveys were analysed. A total of 8395 children were included in the first round (May-June 2020) and 24 302 in the second round (January-February 2021). Results Activity levels during P.E. classes were low in spring 2020, particularly among the youngest children and in certain countries. 27.9% of students did not do any online P.E. and 15.7% were hardly ever very active. Only 18.4% were always very active and 14.9% reported being very active quite often. In winter 2020, we observed a large variability in the allocated curriculum time for P.E. In many countries, this was lower than the compulsory requirements. Only 65.7% of respondents had the same number of P.E. lessons than before pandemic, while 23.8% had less P.E., and 6.8% claimed to have no P.E. lessons. Rates for no P.E. were especially high among secondary school students, and in large cities and megapolises. Conclusions During the COVID-19 pandemic, European children were provided much less P.E. in quantity and quality than before the pandemic. Countermeasures are needed to ensure that these changes do not become permanent. Particular attention is needed in large cities and megapolises. The critical role of P.E. for students' health and development must be strengthened in the school system.