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Carl, J 
ORCID: 0000-0001-7393-0450, Barnett, LM ORCID: 0000-0002-9731-625X, Jerebine, A ORCID: 0000-0002-1396-244X, Mazzoli, E ORCID: 0000-0002-9207-4167, Mouton, A ORCID: 0000-0002-1690-0383, Barratt, J ORCID: 0000-0002-6945-6108, Elsborg, P ORCID: 0000-0002-1770-2274, Green, N ORCID: 0000-0002-9395-3921, Niederberger, M ORCID: 0000-0002-4892-7222, Sum, RK-W ORCID: 0000-0002-4051-9945, Aguilar-Farias, N ORCID: 0000-0002-6974-1312, Filho, VB ORCID: 0000-0002-4769-4068, Battista, R, Bopp, T ORCID: 0000-0002-6320-6028, Brazo-Sayavera, J ORCID: 0000-0001-6249-5131, Brian, A ORCID: 0000-0002-6541-0938, Bryan, C, Cairney, J ORCID: 0000-0003-2856-3967, Camara, PM ORCID: 0009-0008-4100-918X, Campbell, F et al
(2026)
The Global Physical Literacy Action Framework: Process and Outcomes.
Sports Medicine.
ISSN 0112-1642
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Abstract
Background
Physical literacy integrates physical, affective, cognitive and social elements into a holistic framework for physical activity. Despite the increasing recognition of physical literacy across many sectors, the entire field lacks a prospective roadmap for research, practice and policy.
Objective
Seeking to determine the content of a ‘Global Physical Literacy (GloPL) Action Framework,’ this study aimed to define goals, principles, actions and pathways that can advance the physical literacy field worldwide.
Methods
A group Delphi study (based on published protocol) engaged 59 physical literacy-focused academics from 46 countries, 7 representatives of literature gaps, and 24 individuals representing societies/organisations. The representatives independently generated ideas for action through online surveys (Qualtrics). The ideas underwent reflexive thematic analysis (NVivo), informing the subsequent discussions in six online meetings. All decisions were supported by formal voting with pre-defined agreement thresholds for two rounds of voting.
Results
Analysis resulted in 849 initial codes grouped into five themes: advocacy, practice, education, assessment and research. Members discussed 15 central topics, of which six reached agreement in the first voting round and nine in the second voting round. Key recommendations included: establishing a core set of physical literacy elements/principles (advocacy); generating more resources/programmes on physical literacy (practice); aligning physical education curricula with physical literacy principles (education); assessing physical literacy at the population level (assessment); and emphasising implementation science (research).
Conclusions
The comprehensive consensus findings will inform the pillars of the first GloPL Action Framework. Its release marks the beginning of a dynamic process intended to guide coordinated actions on physical literacy in education, public health, sport, healthcare/promotion, rehabilitation, active recreation and community services/development
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 0913 Mechanical Engineering; 1106 Human Movement and Sports Sciences; 1302 Curriculum and Pedagogy; Sport Sciences; 4201 Allied health and rehabilitation science; 4207 Sports science and exercise |
| Subjects: | L Education > L Education (General) G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports |
| Divisions: | Sport and Exercise Sciences |
| Publisher: | Springer |
| Date of acceptance: | 16 June 2026 |
| Date of first compliant Open Access: | 10 August 2026 |
| Date Deposited: | 10 Aug 2026 09:00 |
| Last Modified: | 10 Aug 2026 09:00 |
| DOI or ID number: | 10.1007/s40279-026-02485-6 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/29131 |
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