Physical literacy: unlocking its inclusive potential in schools and beyond

Physical literacy, originally developed within physical education settings to foster lasting engagement in physical activity, is increasingly recognized in Canada as a multidimensional framework encompassing physical, cognitive, and affective dimensions that support health and participation. Despite its inclusive intent, its implementation continues to face challenges related to equity, diversity, and social justice. This paper offers a concise synthesis of the existing literature and summarizes key insights from a brainstorming activity, grounded in values of inclusion. It highlights four major challenges regarding the inclusivity of physical literacy: 1) Redefining and Validating the Concept, 2) Mobilization within Educational Settings, 3) Bridging Knowledge Mobilization Gaps, and 4) Acknowledging Cultural and Systemic Impacts; and identifies levers for action spanning multiple societal levels. We aim to emphasize the need to understand the various factors influencing inclusion within this concept and to engage diverse knowledge users in co-developing situated solutions. An ecosystemic approach that bridges health, education, and community sectors is recommended to ensure the relevance and sustainability of initiatives.