Untitled

Abstract

The preventative role of physical activity is well documented. Physical literacy education (PLE) (i.e., teaching and learning of the skills, knowledge, attitudes, and behaviors that enhance the responsibility for engagement in lifelong active lifestyles) thus is a critical aspect of health promotion. However, the perspectives of communities have not been fully incorporated in understanding PLE.We examined the ways in which communities perceive PLE by asking two main questions: (1) How does your community understand and operate your PLE program? and (2) What are your visions for your PLE program?Twenty-four community practitioners and stakeholders in the field of PLE participated in this study, which employed a grounded theory approach. Data were collected mainly via focus group interview and analyzed following open, selective, and theoretical coding process.Five themes emerged from the community perspectives on PLE. According to participants, PLE (1) is not just for children, (2) is not just teaching movement skills, (3) should be a collaborative community effort, (4) should incorporate parent/family education, and (5) should ensure accessibility and choices.We have provided empirical knowledge regarding the future directions for health promotion through PLE from the perspectives of communities for further cross-cultural comparisons of the perspectives of communities and those of experts.