Exploring Physical Literacy in School Contexts: A Systematic Review of Qualitative Evidence

Daniel Vieira^1,2*Teresa Silva Dias²Dean Alan Dudley³Paula Batista^1,2

• ¹Universidade do Porto Centro de Investigacao Formacao Inovacao e Intervencao em Desporto, Porto, Portugal
• ²Universidade do Porto Centro de Investigacao e Intervencao Educativas, Porto, Portugal
• ³The University of Queensland School of Human Movement and Nutrition Sciences, Saint Lucia, Australia

Background: Physical Literacy (PL) is widely acknowledged in international policy documents for its holistic contribution to promoting lifelong physical activity. It encompasses four interconnected learning domains (physical, psychological, cognitive, and social), thus extending beyond motor competence. Although theoretical developments in PL have advanced, qualitative insights into its implementation and experience within school-based interventions remain limited. Existing reviews have largely focused on quantitative outcomes, often reinforcing the centrality of the physical learning domain while overlooking the cognitive, psychological, and social dimensions of PL. Purpose: This study builds on previous reviews by mapping qualitative data on school-based PL interventions. The goal was to deeply understand how PL is developed and experienced in authentic educational contexts. Methods: Following the PRISMA 2020 guidelines, a three-stage search strategy was conducted across seven databases (EBSCOhost, ProQuest, Cochrane, PubMed, ScienceDirect, Scopus, Web of Science). Eligibility criteria for the review required full-text studies on: PL interventions; conducted in school settings; targeting individuals aged 5 to 18 years; reporting qualitative results; and written in English, Portuguese and Spanish. Twenty-one studies met the eligibility criteria and were analysed using a hybrid thematic approach, combining deductive and inductive approaches. Findings: The thematic analysis yielded three themes: i) elements and pedagogical strategies related to the four domains of physical literacy; ii) challenges to program implementation; and iii) recommendations for practice. Results reveal a significant emphasis on the psychological domain, particularly aspects like motivation, confidence, and engagement, with less attention given to the physical and social domains. Nevertheless, many interventions effectively integrated pedagogical strategies that fostered multiple domains simultaneously, reinforcing PL's holistic nature. Student-centred learning, ipsative assessment, autonomy-supportive teaching, and peer collaboration were consistently linked to positive outcomes across domains. Conclusions: The review offers insight into how PL is operationalised and experienced in schools. Four main conclusions emerged: i) students engage more deeply with flexible, inclusive, and individualised programmes; ii) student-centred methods and non-judgemental environments are particularly well received; iii) the teacher's role is central to successful implementation; and iv) continuous professional development and collaborative opportunities for teachers are essential for sustaining high-quality PL practices.