The Global Physical Literacy Action Framework (GloPL): A Global Consensus for Quality Physical Education

Purpose:
In line with UNESCO’s Quality Physical Education Guidelines (2015), the concept of physical literacy (PL) provides a
comprehensive foundation for positioning the individual and their lived movement experiences at the centre of
learning (Whitehead, 2019; UNESCO, 2015). Despite growing international recognition, the translation of PL into
practice remains inconsistent across countries and systems. The Global Physical Literacy (GloPL) Action Framework
was developed to establish an international consensus on the core principles, goals, and action areas required to
advance PL across education, health, and sport sectors.
Methods:
A three-phase Group Delphi process was conducted, engaging 59 experts from 48 countries, representing 19
scholarly societies and seven thematic groups. Participants first contributed open ideas on the question “What
moves the field of physical literacy forward?”. These contributions were examined using a reflexive thematic
analysis approach (Braun & Clarke, 2021). Subsequently, three online discussion rounds were held
(Europe/Africa/Asia and Americas/Pacific regions) to refine statements, resolve conceptual ambiguities, and reach
democratic consensus on the final formulations and priorities.
Results:
The international consensus led to the identification of five interdependent action areas for the global
advancement of PL: (1) Advocacy – to strengthen the visibility of PL in education and health policy agendas; (2)
Practice – to promote culturally responsive and person-centred movement experiences; (3) Education – to
integrate PL into teacher education and professional development; (4) Assessment – to align evaluation tools with
holistic PL principles; (5) Research – to clarify mechanisms of change and measure long-term participation
outcomes. Each action area was supported by concrete strategies, such as developing nationally contextualised PL
frameworks, building cross-sector collaboration platforms, and producing open-access educational resources.
Conclusion:
The Global Physical Literacy Action Framework provides a global roadmap for embedding physical literacy as a key
driver of quality physical education. By connecting research, practice, and policy, it contributes to UNESCO’s vision
of an inclusive and equitable education system where every individual develops the capability, confidence, and
motivation to engage in meaningful movement for life. The framework thus supports a sustainable future in which
physical education empowers individuals and communities to thrive through active living.