Abstract
The intent of this paper is to conceptualise physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritised recommendations are made to assist teachers in overcoming such barriers: (a) whole of school approach, (b) effective, differentiated pedagogy, (c) integration of technology for individualised tracking of progress, (d) supportive school climate, and (e) alignment of local efforts with national initiatives.
Responses