As PE teachers, we spend a lot of time talking about physical literacy. We often discuss how we can develop confidence, competence and motivation within our lessons, encouraging young people to lead active lives and foster a love of movement that extends beyond the school gates. However, one of the biggest reminders of what physical literacy really looks like has come from an unexpected place for me this year: baby swimming.
My daughter Aisha is four months old and we have recently completed week five of our baby swimming lessons together. The sessions are 25 minutes long, but they have quickly become one of my favourite parts of the week. Throughout the session, we sing songs, move through the water together and try different activities. We practise gliding through the water and supported swimming on both her front and back, which we like to call our “aeroplanes”. The sessions are sensory, engaging and, whilst she probably does not realise it, they challenge her to experience movement in different ways. What has amazed me over the last couple of sessions is the smile that appears on her face as soon as we walk into the pool area. Every week, the moment she sees the water, she lights up with excitement. Even more surprising is her reaction when we enter the pool itself. Unlike us adults, who often brace ourselves for that first cold step into the water, Aisha kicks her legs, waves her arms and looks genuinely excited to be there. Watching her reaction has made me reflect on something that we often talk about in education: physical literacy starts long before a child walks into their first PE lesson.
More Than Just Movement
In her PE Scholar articles What is Physical Literacy? and A Physical Literacy Informed Approach to PE, Dr Liz Durden-Myers reminds us that physical literacy is much more than learning physical skills. It is about developing the motivation, confidence, physical competence, knowledge and understanding to engage in physical activity throughout life. What I particularly value about Liz’s work is her emphasis on the fact that physical literacy is a lifelong journey, shaped by our experiences, interactions and the environments we encounter.
One aspect of Liz’s work that particularly resonated with me is the model of engagement, which highlights the importance of four interconnected elements: Move (physical competence), Connect (social value and belonging), Think (knowledge and understanding) and Feel (motivation and confidence). When one of these elements is missing, participation can become a challenge. Learners may feel frustrated, disconnected, confused or disengaged. When all four elements are present, engagement is much more likely to occur.
As I watch Aisha in the swimming pool, I can see these elements beginning to emerge, even at just four months old. She is developing her physical competence through movement in the water (Move), strengthening her bond with me and interacting with others during the session (Connect), becoming familiar with the pool environment and routines (Think), and, perhaps most visibly, demonstrating excitement, enjoyment and growing confidence each week (Feel). Seeing her smile as she enters the pool and eagerly kick her legs in the water reminds me that physical literacy is not simply about what children can do physically. It is about creating positive experiences that help them move, connect, think and feel in ways that encourage lifelong engagement in physical activity.
Looking at Aisha through this lens made me realise that physical literacy often begins long before children enter a PE lesson. The foundations are being laid through positive experiences, trusted relationships and opportunities to explore movement from the earliest stages of life. As PE teachers, we often meet children several years into their physical literacy journey. By the time they arrive at school, many have already developed attitudes towards movement and physical activity. Some arrive full of confidence and eager to participate, whilst others may already be hesitant and lacking confidence. This makes the experiences we provide even more important, as they can either reinforce or reshape a young person’s relationship with movement.
The Importance of Relationships
Watching Aisha has also reinforced the importance of relationships. One of the reasons she is willing to try new things in the water is because she feels safe and supported. There is trust. The same principle applies within our PE lessons. Young people are far more likely to engage, take risks and persevere through challenge when they feel a sense of belonging. Perhaps this is why the Connect element of Liz’s model is so important. Whilst physical competence is often the most visible aspect of PE, the relationships and interactions that sit behind participation can be equally significant.
The Power of Enjoyment
The swimming sessions have also reminded me of the importance of enjoyment. There are no scores, no assessments and no expectations. The focus is simply on creating a positive experience through movement. Yet, despite the simplicity of the sessions, I can see Aisha becoming more confident each week.
As educators, we can sometimes become consumed by outcomes, progress measures and performance. Whilst these are important, watching a four month old baby beam with excitement at the sight of a swimming pool has reminded me that enjoyment should never be underestimated. After all, if we want young people to remain active throughout their lives, they first need positive experiences that make them want to come back.
A Final Reflection
Watching Aisha smile as she enters the pool, kick her legs with excitement and happily glide through the water on her little “aeroplanes” has reminded me that physical literacy does not begin when a child puts on a PE kit for the first time. It begins much earlier through curiosity, play, positive experiences and the trusted relationships that give children the confidence to explore movement. As both a PE teacher and a new mum, this experience has reminded me that before children learn skills, they learn how movement makes them feel. If we want young people to remain active for life, perhaps that is where we should start. After all, physical literacy begins with joy.
References
Durden-Myers, L. (2024). What is Physical Literacy? PE Scholar.
Durden-Myers, L. (2024). A Physical Literacy Informed Approach to PE. PE Scholar.
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