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The term ‘physical literacy’ describes the motivation, confidence, physical competence, understanding and knowledge that individuals develop in order to maintain physical activity at an appropriate level throughout their life. Physical literacy encompasses far more than physical education in schools or structured sporting activities, offering instead a broader conception of physical activity, unrelated to ability. Through the use of particular pedagogies and the adoption of new modes of thinking, physical literacy promises more realistic models of physical competence and physical activity for a wider population, offering opportunities for everyone to become active and motivated participants.

This is the first book to fully explore the meaning and significance of this important and emerging concept, and also the first book to apply the concept to physical activity across the lifecourse, from infancy to old age. Physical Literacy – explaining the philosophical rationale behind the concept and also including contributions from leading thinkers, educationalists and practitioners – is essential reading for all students and professionals working in physical education, all areas of sport and exercise, and health. [editor summary]

- How can children achieve their entitlement to gain physical literacy and to become physically educated?
- How can parents and teachers ensure that children's movement development and movement education are of the highest quality?
- What are the most appropriate contexts for facilitating children's physicality?

The book describes children's physical and movement development and analyses progression in motor skills from elementary to mature stages, from infancy through to the end of the primary school years. Language development stemming from motor development and the contribution of language as a tool in the achievement of movement competence is discussed, as is the contribution of movement to children's play and creative activity. The author addresses children's entitlement to become physically educated, both through the raising of standards in the Physical Education curriculum and through the heightening of expectations in children's knowledge, understanding, participation and performance in physical activity and the development of a healthy and active lifestyle.

This toolkit is designed to enhance the movement repertoire of children and youth by increasing the number of skills they are competent in, as well as increasing their overall proficiency level in a fun setting. This kit will provide “multi-station circuit training” examples that can be easily implemented in the gymnasium setting. Repetition based learning in a fun setting is the basis of the circuit design. Examples for grades 1-3, 4-6, 7-9, 10-12 are provided and aligned to curricular objectives, and consistent with long term participant development principles. [editor summary]

Recess provides an opportunity during which children can express their movement repertoire in unstructured free play or in semi-structured play facilitated by appropriate equipment and supervision. The Recess Toolkit provides a resource to aid schools in making recess a safe and active play time, during which the physical literacy of children can develop. This resource highlights best practice methods including games and equipment, indoor and outdoor recess, as well as considerations for administrators, parents, teachers and PE teachers. [editor summary]