Compatibility of physical education curricula with physical literacy across 40 European countries

Johannes  Carl; H. Goss; S. Lundvall; I. Pavlova; B. Algurén; B. Antala; G. Bartle; J. Birch; V. Black; A.S. Bryant; J. Carlos-Vivas; E. Christodoulides; J.G. Cowley; T. Csányi; K. De Martelaer; A. Emeljanovas; G. Eren; Andra Fernāte; L. Foweather; B. Gilic; T. Gisladottir; N. Green; D. Groffik; S. Heck; I. van Hilvoorde; M. Huhtiniemi; T.M. Iconomescu; J. Jaunig; E. Jones; G. Jurak; A. Kelso; Andre Koka; C. Kreinbucher-Bekerle; I. Laudańska-Krzemińska; J. Martins; B. Masanovic; P. McFlynn; M. McKee; P.S. Melby; M. Mendoza-Muñoz; B. Mieziene; I. Milanović; E. Mileva; A. Mouton; I. Müller; Z. Németh; W. O’Brien; B.S. Olaru; P. Petrytsa; M. Onofre; M. Pihu; B. Popeska; S. Popovic; A. Poweleit; S. Radisavljević Janić; V. Riga; C. Schnitzler; D. Sekulic; M. Semyonova; A.S. Singh; B. Smila; O. Tsivitanidou; C. Töpfer; J. Vašíčková; F. Venetsanou; Ø. Winje; V. Zito; G. Yıldızer; P. Elsborg; C. D’Anna; P. Vlček; K. Salin

doi:10.1080/00220272.2025.2523436

Compatibility of physical education curricula with physical literacy across 40 European countries

Johannes Carl (Corresponding Author)
, H. Goss
, S. Lundvall
, I. Pavlova
, B. Algurén
, B. Antala
, G. Bartle
, J. Birch
, V. Black
, A.S. Bryant
, J. Carlos-Vivas
, E. Christodoulides
, J.G. Cowley
, T. Csányi
, K. De Martelaer
, A. Emeljanovas
, G. Eren
, Andra Fernāte
, L. Foweather
, B. Gilic

T. Gisladottir, N. Green, D. Groffik, S. Heck, I. van Hilvoorde, M. Huhtiniemi, T.M. Iconomescu, J. Jaunig, E. Jones, G. Jurak, A. Kelso, Andre Koka , C. Kreinbucher-Bekerle, I. Laudańska-Krzemińska, J. Martins, B. Masanovic, P. McFlynn, M. McKee, P.S. Melby, M. Mendoza-Muñoz, B. Mieziene, I. Milanović, E. Mileva, A. Mouton, I. Müller, Z. Németh, W. O’Brien, B.S. Olaru, P. Petrytsa, M. Onofre, M. Pihu, B. Popeska, S. Popovic, A. Poweleit, S. Radisavljević Janić, V. Riga, C. Schnitzler, D. Sekulic, M. Semyonova, A.S. Singh, B. Smila, O. Tsivitanidou, C. Töpfer, J. Vašíčková, F. Venetsanou, Ø. Winje, V. Zito, G. Yıldızer, P. Elsborg, C. D’Anna, P. Vlček, K. Salin

Rīga Stradiņš University

Research output: Contribution to journal › Article › peer-review

4 Citations (Scopus)

Abstract

Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’s PE curricula with PL. The reports were subjected to six-step reflexive thematic analysis. In the second step, we theoretically derived, psychometrically explored, and descriptively analysed 15 curricular-didactical items, each containing a spectrum of statements with high versus no/insufficient PL compatibility. We synthesized both data sources following an explanatory sequential mixed-methods design. While few PE curricula explicitly adhered to PL in Europe, most documents exhibited content and aims marking elements of PL. However, we registered large differences in PL-compatibility between four European regions for the deep structure of the curricula (η2=.27, p=.01). While the quantitative survey suggested no differences in PL compatibility between anglophone versus non-anglophone countries, the qualitative material revealed conceptual and terminological challenges across Europe. The European countries have hesitantly followed the UNESCO call to align PE with the holistic PL concept.

Original language	English
Pages (from-to)	1-21
Number of pages	21
Journal	Journal of Curriculum Studies
DOIs	https://doi.org/10.1080/00220272.2025.2523436
Publication status	Published - 13 Aug 2025

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 10 Reduced Inequalities
SDG 17 Partnerships for the Goals

Keywords*

learning
policy
teaching
physical activity
mixed methods

Field of Science*

5.3 Educational sciences
3.3 Health sciences

Publication Type*

1.1. Scientific article indexed in Web of Science and/or Scopus database

Access to Document

10.1080/00220272.2025.2523436Licence: CC BY

Compatibility of physical education curricula with physical literacy across 40 European countriesFinal published version, 2.13 MBLicence: CC BY

https://www.tandfonline.com/doi/epdf/10.1080/00220272.2025.2523436?needAccess=trueLicence: CC BY

Cite this

Carl, J., Goss, H., Lundvall, S., Pavlova, I., Algurén, B., Antala, B., Bartle, G., Birch, J., Black, V., Bryant, A. S., Carlos-Vivas, J., Christodoulides, E., Cowley, J. G., Csányi, T., De Martelaer, K., Emeljanovas, A., Eren, G., Fernāte, A., Foweather, L., ... Salin, K. (2025). Compatibility of physical education curricula with physical literacy across 40 European countries. Journal of Curriculum Studies, 1-21. https://doi.org/10.1080/00220272.2025.2523436

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title = "Compatibility of physical education curricula with physical literacy across 40 European countries",

abstract = "Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country{\textquoteright}s PE curricula with PL. The reports were subjected to six-step reflexive thematic analysis. In the second step, we theoretically derived, psychometrically explored, and descriptively analysed 15 curricular-didactical items, each containing a spectrum of statements with high versus no/insufficient PL compatibility. We synthesized both data sources following an explanatory sequential mixed-methods design. While few PE curricula explicitly adhered to PL in Europe, most documents exhibited content and aims marking elements of PL. However, we registered large differences in PL-compatibility between four European regions for the deep structure of the curricula (η2=.27, p=.01). While the quantitative survey suggested no differences in PL compatibility between anglophone versus non-anglophone countries, the qualitative material revealed conceptual and terminological challenges across Europe. The European countries have hesitantly followed the UNESCO call to align PE with the holistic PL concept. ",

keywords = "learning, policy, teaching, physical activity, mixed methods",

author = "Johannes Carl and H. Goss and S. Lundvall and I. Pavlova and B. Algur{\'e}n and B. Antala and G. Bartle and J. Birch and V. Black and A.S. Bryant and J. Carlos-Vivas and E. Christodoulides and J.G. Cowley and T. Cs{\'a}nyi and \{De Martelaer\}, K. and A. Emeljanovas and G. Eren and Andra Fernāte and L. Foweather and B. Gilic and T. Gisladottir and N. Green and D. Groffik and S. Heck and \{van Hilvoorde\}, I. and M. Huhtiniemi and T.M. Iconomescu and J. Jaunig and E. Jones and G. Jurak and A. Kelso and Andre Koka and C. Kreinbucher-Bekerle and I. Lauda{\'n}ska-Krzemi{\'n}ska and J. Martins and B. Masanovic and P. McFlynn and M. McKee and P.S. Melby and M. Mendoza-Mu{\~n}oz and B. Mieziene and I. Milanovi{\'c} and E. Mileva and A. Mouton and I. M{\"u}ller and Z. N{\'e}meth and W. O{\textquoteright}Brien and B.S. Olaru and P. Petrytsa and M. Onofre and M. Pihu and B. Popeska and S. Popovic and A. Poweleit and \{Radisavljevi{\'c} Jani{\'c}\}, S. and V. Riga and C. Schnitzler and D. Sekulic and M. Semyonova and A.S. Singh and B. Smila and O. Tsivitanidou and C. T{\"o}pfer and J. Va{\v s}{\'i}{\v c}kov{\'a} and F. Venetsanou and {\O}. Winje and V. Zito and G. Yıldızer and P. Elsborg and C. D{\textquoteright}Anna and P. Vl{\v c}ek and K. Salin",

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Carl, J, Goss, H, Lundvall, S, Pavlova, I, Algurén, B, Antala, B, Bartle, G, Birch, J, Black, V, Bryant, AS, Carlos-Vivas, J, Christodoulides, E, Cowley, JG, Csányi, T, De Martelaer, K, Emeljanovas, A, Eren, G, Fernāte, A, Foweather, L, Gilic, B, Gisladottir, T, Green, N, Groffik, D, Heck, S, van Hilvoorde, I, Huhtiniemi, M, Iconomescu, TM, Jaunig, J, Jones, E, Jurak, G, Kelso, A, Koka , A, Kreinbucher-Bekerle, C, Laudańska-Krzemińska, I, Martins, J, Masanovic, B, McFlynn, P, McKee, M, Melby, PS, Mendoza-Muñoz, M, Mieziene, B, Milanović, I, Mileva, E, Mouton, A, Müller, I, Németh, Z, O’Brien, W, Olaru, BS, Petrytsa, P, Onofre, M, Pihu, M, Popeska, B, Popovic, S, Poweleit, A, Radisavljević Janić, S, Riga, V, Schnitzler, C, Sekulic, D, Semyonova, M, Singh, AS, Smila, B, Tsivitanidou, O, Töpfer, C, Vašíčková, J, Venetsanou, F, Winje, Ø, Zito, V, Yıldızer, G, Elsborg, P, D’Anna, C, Vlček, P & Salin, K 2025, 'Compatibility of physical education curricula with physical literacy across 40 European countries', Journal of Curriculum Studies, pp. 1-21. https://doi.org/10.1080/00220272.2025.2523436

TY - JOUR

T1 - Compatibility of physical education curricula with physical literacy across 40 European countries

AU - Carl, Johannes

AU - Goss, H.

AU - Lundvall, S.

AU - Pavlova, I.

AU - Algurén, B.

AU - Antala, B.

AU - Bartle, G.

AU - Birch, J.

AU - Black, V.

AU - Bryant, A.S.

AU - Carlos-Vivas, J.

AU - Christodoulides, E.

AU - Cowley, J.G.

AU - Csányi, T.

AU - De Martelaer, K.

AU - Emeljanovas, A.

AU - Eren, G.

AU - Fernāte, Andra

AU - Foweather, L.

AU - Gilic, B.

AU - Gisladottir, T.

AU - Green, N.

AU - Groffik, D.

AU - Heck, S.

AU - van Hilvoorde, I.

AU - Huhtiniemi, M.

AU - Iconomescu, T.M.

AU - Jaunig, J.

AU - Jones, E.

AU - Jurak, G.

AU - Kelso, A.

AU - Koka , Andre

AU - Kreinbucher-Bekerle, C.

AU - Laudańska-Krzemińska, I.

AU - Martins, J.

AU - Masanovic, B.

AU - McFlynn, P.

AU - McKee, M.

AU - Melby, P.S.

AU - Mendoza-Muñoz, M.

AU - Mieziene, B.

AU - Milanović, I.

AU - Mileva, E.

AU - Mouton, A.

AU - Müller, I.

AU - Németh, Z.

AU - O’Brien, W.

AU - Olaru, B.S.

AU - Petrytsa, P.

AU - Onofre, M.

AU - Pihu, M.

AU - Popeska, B.

AU - Popovic, S.

AU - Poweleit, A.

AU - Radisavljević Janić, S.

AU - Riga, V.

AU - Schnitzler, C.

AU - Sekulic, D.

AU - Semyonova, M.

AU - Singh, A.S.

AU - Smila, B.

AU - Tsivitanidou, O.

AU - Töpfer, C.

AU - Vašíčková, J.

AU - Venetsanou, F.

AU - Winje, Ø.

AU - Zito, V.

AU - Yıldızer, G.

AU - Elsborg, P.

AU - D’Anna, C.

AU - Vlček, P.

AU - Salin, K.

PY - 2025/8/13

Y1 - 2025/8/13

N2 - Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’s PE curricula with PL. The reports were subjected to six-step reflexive thematic analysis. In the second step, we theoretically derived, psychometrically explored, and descriptively analysed 15 curricular-didactical items, each containing a spectrum of statements with high versus no/insufficient PL compatibility. We synthesized both data sources following an explanatory sequential mixed-methods design. While few PE curricula explicitly adhered to PL in Europe, most documents exhibited content and aims marking elements of PL. However, we registered large differences in PL-compatibility between four European regions for the deep structure of the curricula (η2=.27, p=.01). While the quantitative survey suggested no differences in PL compatibility between anglophone versus non-anglophone countries, the qualitative material revealed conceptual and terminological challenges across Europe. The European countries have hesitantly followed the UNESCO call to align PE with the holistic PL concept.

AB - Although the student-centred concept of physical literacy (PL) has been emphasized by UNESCO, knowledge about its adoption/implementation into PE remains scant. Therefore, the goal of this study was to evaluate and compare the compatibility of PE curricula with PL in Europe. We collaboratively gathered a panel of experts encompassing 40 European countries. In the first step, the experts were invited to freely specify the compatibility of country’s PE curricula with PL. The reports were subjected to six-step reflexive thematic analysis. In the second step, we theoretically derived, psychometrically explored, and descriptively analysed 15 curricular-didactical items, each containing a spectrum of statements with high versus no/insufficient PL compatibility. We synthesized both data sources following an explanatory sequential mixed-methods design. While few PE curricula explicitly adhered to PL in Europe, most documents exhibited content and aims marking elements of PL. However, we registered large differences in PL-compatibility between four European regions for the deep structure of the curricula (η2=.27, p=.01). While the quantitative survey suggested no differences in PL compatibility between anglophone versus non-anglophone countries, the qualitative material revealed conceptual and terminological challenges across Europe. The European countries have hesitantly followed the UNESCO call to align PE with the holistic PL concept.

KW - learning

KW - policy

KW - teaching

KW - physical activity

KW - mixed methods

UR - https://www.scopus.com/pages/publications/105013230605

U2 - 10.1080/00220272.2025.2523436

DO - 10.1080/00220272.2025.2523436

M3 - Article

SN - 0022-0272

SP - 1

EP - 21

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

ER -

Compatibility of physical education curricula with physical literacy across 40 European countries

Abstract

UN SDGs

Keywords*

Field of Science*

Publication Type*

Access to Document

Other files and links

Fingerprint

Country-Specific Descriptions on the Compatibility of Current Physical Education with the Concept of Physical Literacy

Cite this

Compatibility of physical education curricula with physical literacy across 40 European countries

Abstract

UN SDGs

Keywords*

Field of Science*

Publication Type*

Access to Document

Other files and links

Fingerprint

Datasets

Country-Specific Descriptions on the Compatibility of Current Physical Education with the Concept of Physical Literacy

Cite this