Dear ladies and gentlemen, in this short video, I want to briefly inform you about the most

recent findings of the Europlit study.

Our results have reasonably submitted to the Journal of Exercise Science and Fitness.

With our study, we want to tackle the problem that we hardly have any reports regarding

the implementation status of physical literacy in research, practice and policy.

Wherein physical literacy might serve as a promising concept for PA promotion, including

physical education, sport or health.

In total, our study addressed two main research questions.

What is the current status of physical literacy in European countries and in Europe as a whole

and what are the commonalities, differences and challenges for implementing physical literacy

across Europe?

To answer these questions, we have conducted a complementary mixed methods study.

In the first part, we have performed a qualitative approach.

We applied comparative document analysis.

First, with the help of the International Physical Literacy Association, we identified

representatives across 25 European countries and then we invited these representatives

to conduct country-specific reports, reporting the implementation status of physical literacy

in their countries.

Afterwards, we submitted all these reports to comparative document analysis.

And after acquiring different categories, we submitted these categories to a quantitative

survey in the second part to gain a detailed perspective on the implementation thing.

When we look now at the qualitative findings, we found a total of 10 different categories

on four major categories.

First, general conceptual aspects became apparent.

For example, the reports revealed that obviously physical literacy gains increasing attention

in the different countries, but nevertheless the countries seem to face different conceptual

challenges.

For example, translation issues or the fact that often researchers prefer to adhere to

competing more traditionally rooted concepts within their countries.

Furthermore, our analysis revealed a mixed picture of physical literacy in the area of

research.

There were some countries with a very strong power, whereas others, the efforts just rely

on single researchers.

Obviously assessments take a very important role in further disseminating physical literacy

findings.

Empirical research clearly profits from this important step.

Regarding practice and policy, we found that physical literacy hardly plays any role in

important health agenda or national initiatives, political documents.

On the other hand, physical literacy with some of its element can be found in certain

physical education curricula, but physical literacy as a concept is hardly mentioned

explicitly.

Furthermore, there are an increasing number of practical initiatives recognizing the value

of physical literacy.

And lastly, the representatives anticipate that physical literacy will probably gain

increasing importance within their different countries.

Our quantitative survey largely confirmed what we found for the qualitative findings.

Here this map visualizes the implementation state as an aggregate value across all different

categories.

Again, the Anglophone countries obviously are better or are more successful in adopting

the physical literacy concept, but also Denmark.