Physical literacy continues to gain global momentum, yet the definition and underlying concept of physical literacy remain contested in both research and practice. This lack of clarity has the potential to undermine the operationalization of physical literacy. This paper considers the various definitions of physical literacy that are currently adopted internationally. Physical literacy experts identified seven leading groups that have established physical literacy initiatives. Although each group is unified in using the term physical literacy, there are contrasting definitions and interpretations of the concept. Common themes were identified, including the (a) influence of physical literacy philosophy, (b) core elements of physical literacy, (c) lifelong nature of physical literacy, and (d) the need to scientifically pursue a robust operationalization of the concept. We conclude by recommending that programs relating to physical literacy should provide a definition, a clear philosophical approach, and transparency with how their actions align with this approach.

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217

Background: UNESCO [(2015). Quality Physical Education Guidelines for Policymakers. Paris: UNESCO Press.] highlighted the importance of developing physical literacy (PL) from childhood, although it remains unclear how best to evidence an individual's PL journey. The aim of this study was to explore key stakeholders' views of current practice, future directions and effective implementation of PL assessment, with a view to informing the development of a rigorous, authentic, and feasible PL assessment. Methods: Purposive samples of children aged between 6-7 years (n = 39), 10-11 years (n = 57), primary school teachers (n = 23), and self-defined experts with an interest in PL (academics n = 13, practitioners n = 8) were recruited to take part in a series of concurrent semi-structured focus groups. Each group included a maximum of six participants, lasted on average 40 (30-90) minutes were audio-recorded and transcribed verbatim. Data were analysed using deductive and inductive thematic analysis and key themes were represented by pen profiles. Results: Higher order themes of (i) existing assessments, (ii) demand for PL assessment, (iii) acceptability of PL assessment, and (iv) factors related to implementation of PL assessments were identified. All stakeholders viewed the assessment of PL as important, but in line with well-established barriers within physical education (PE), assessment was not a priority in many schools, resulting in a variability in existing practice. No assessment of the affective and cognitive domains of PL was reported to be in use at participating schools. All stakeholder groups recognised the potential benefits of using technology within the assessment process. Children recognised that teachers were constantly making judgements to help them improve, and agreed that assessment could help record this, and that assessment should be differentiated for each child. Teachers widely reported that future assessment should be time-efficient, simple, and useful. Conclusion: Study findings revealed a demonstrable need for a feasible PL assessment that could be effectively used in schools. To our knowledge, this is the first attempt to involve these stakeholders, and triangulate data, to inform future PL assessment and practice. Findings provide an evidence base to inform the onward development of a conceptually aligned PL assessment tool, suitable for use in schools. In turn, this will enable robust, empirical evidence to be collated, to evidence theory, and inform practice and policy.