{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T17:51:36Z","timestamp":1792086696722,"version":"4.4.0"},"reference-count":85,"publisher":"Springer Science and Business Media LLC","issue":"11","license":[{"start":{"date-parts":[[2026,8,8]],"date-time":"2026-08-08T00:00:00Z","timestamp":1786147200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2026,8,8]],"date-time":"2026-08-08T00:00:00Z","timestamp":1786147200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Deakin University","id":[{"id":"https:\/\/ror.org\/02czsnj07","id-type":"ROR","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Sports Med"],"published-print":{"date-parts":[[2026,11]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Physical literacy integrates physical, affective, cognitive and social elements into a holistic framework for physical activity. Despite the increasing recognition of physical literacy across many sectors, the entire field lacks a prospective roadmap for research, practice and policy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>Seeking to determine the content of a \u2018Global Physical Literacy (GloPL) Action Framework,\u2019 this study aimed to define goals, principles, actions and pathways that can advance the physical literacy field worldwide.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A group Delphi study (based on published protocol) engaged 59 physical literacy-focused academics from 46 countries, 7 representatives of literature gaps, and 24 individuals representing societies\/organisations. The representatives independently generated ideas for action through online surveys (Qualtrics). The ideas underwent reflexive thematic analysis (NVivo), informing the subsequent discussions in six online meetings. All decisions were supported by formal voting with pre-defined agreement thresholds for two rounds of voting.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Analysis resulted in 849 initial codes grouped into five themes: advocacy, practice, education, assessment and research. Members discussed 15 central topics, of which six reached agreement in the first voting round and nine in the second voting round. Key recommendations included: establishing a core set of physical literacy elements\/principles (advocacy); generating more resources\/programmes on physical literacy (practice); aligning physical education curricula with physical literacy principles (education); assessing physical literacy at the population level (assessment); and emphasising implementation science (research).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The comprehensive consensus findings will inform the pillars of the first GloPL Action Framework. Its release marks the beginning of a dynamic process intended to guide coordinated actions on physical literacy in education, public health, sport, healthcare\/promotion, rehabilitation, active recreation and community services\/development.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1007\/s40279-026-02485-6","type":"journal-article","created":{"date-parts":[[2026,8,8]],"date-time":"2026-08-08T15:52:13Z","timestamp":1786204333000},"page":"2873-2892","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["The Global Physical Literacy Action Framework: Process and 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Nevertheless, the authors wish to disclose the following professional affiliations to ensure transparency: Jaime Barratt co-leads the ASPA Special Interest Group Physical Literacy, of which Lisa M. Barnett, Alethea Jerebine and Raymond Kim-Wai Sum are members. Nigel Green serves as the chair of the International Physical Literacy Association, and Johannes Carl, Peter Elsborg, and Raymond Kim-Wai Sum serve as official country ambassadors for the International Physical Literacy Association. Peter Elsborg is the funder and current board member of the Physical Literacy Network Denmark, and Alexandre Mouton is an active board member of the AIESEP. Finally, Raymond Kim-Wai Sum is the current president of the Chinese Physical Literacy Association.","order":1,"name":"Ethics","label":"Conflicts of Interest\/Competing Interests","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Ethics approval for this study was granted by the Human Ethics Advisory Group Health at Deakin University (approval number HEAG-H 06_2024). The study was performed in accordance with the 2013 Declaration of Helsinki.","order":2,"name":"Ethics","label":"Ethics Approval","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"All representatives provided informed written consent prior to participation and data collection. This is not a clinical study.","order":3,"name":"Ethics","label":"Consent to Participate","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not applicable.","order":4,"name":"Ethics","label":"Consent for Publication","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The Global Physical Literacy (GloPL) Action Framework, including the main document with respective translations and the consortium, is available on the following website:\n                      \n                      .","order":5,"name":"Ethics","label":"Availability of Data and Material","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Not applicable.","order":6,"name":"Ethics","label":"Code Availability","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"Conceptualisation: JC, LB, EM, AM, JB, PE, NG, MN, RKWS; data curation: JC, AJ; discussion (Delphi): JB, PE, NG, RKWS, all consortium members; formal analysis: JC, AJ; funding acquisition: JC, LB; investigation: JC, AJ; methodology: JC, MN; project administration: JC; resources: LB; software: JC, AJ; supervision: LB, EM; validation: JC, LB, AJ, EM, AM; visualisation: JC; writing (original draft): JC; writing (review): all authors (including consortium members); writing (editing): JC, LB, EM, AM, JB, PE, NG, MN, RKWS. All authors read and approved the final version of the article.","order":7,"name":"Ethics","label":"Authors\u2019 Contributions","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"During the preparation of this work, the authors used Google Gemini for linguistic refinement suggestions. This AI tool was utilised solely to enhance the manuscript\u2019s readability and address grammatical\/stylistic issues, without generating any content or ideas. After using this service, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication.","order":8,"name":"Ethics","label":"Declaration of Generative AI and AI-Assisted Technologies in the Writing Process","group":{"name":"EthicsHeading","label":"Declarations"}}]}}