PHYSICAL LITERACY, EDUCATIONAL PROCESS AND CONTEXTS: MODELS, INTERVENTIONS, PERSPECTIVES

Physical Literacy (PL) has gained popularity and progressive importance worldwide in recent years, contributing to the definition of paths in educational research, internal and external school projects, connections with sports, and other educational contexts. PL has been described as a gateway to physical activityparticipation across different ages and educational settings such as schools, sports, leisure time, and the healthsector for the prevention and treatment of non-communicable diseases. In many countries, not only in Europe, models of PL are now present, with varying degrees of definition, characterizing not only interpretations of education through physicality and motor and sports activities but alsothe level of institutional presence and impact. Various studies have recently been published expressing syntheses and positions on the topic. In a time when various technologies are often at the forefront of attention for studying their real contribution to the educational and learning process, it is crucial not to overlook the importance of physical literacy in the lives of children and youth. PL goes beyond motor and sports skills or the development of physical efficiency,framing itself as an educational process, a teaching model, a methodological approach, and a lifestyle. Physical literacy encompasses motivations, confidence, motor skills, knowledge, and awareness that enable the maintenance of a physically active lifestyle. A student possessing a high level of physical literacy can move with motor mastery consciously and creatively (Whitehead, 2013).