Bridging health literacy and physical literacy for sustainable health

In this paper, we propose that physical literacy should be conceptualized in relation to, and as interconnected with, health literacy rather than as a distinct and separate form of literacy, as is often presented. Furthermore, we contend that this approach should be more centrally integrated into health interventions that target health in general, as well as specific aspects aimed at determinants of health, such as physical activity. Rather than focusing on isolated actions or behaviours, a literacy-centred model empowers individuals with the knowledge, skills, and confidence needed for sustained engagement in healthy practices. Integrating these literacies within intervention models bridges the gap between knowing and doing. This offers a holistic pathway to promoting lifelong relationships and responsibility for health and improving population health outcomes. We also want to draw attention to the importance of aiming to increase literacy at higher levels, as it is a variable that influences the relationship between health and poor social and economic conditions. However, it is important to engage in the difference between using literacies to displace responsibility on the individual and engaging in literacies as a component in interventions as an approach to sustainable action.