Dear ladies and gentlemen, my name is Johannes Kaur, currently postdoctoral researcher at

the University of Erlangen Nürnberg in Germany.

And for me, it's a pleasure on behalf of the entire team of the Europeid study to present

you the most recent results of our study, which attempted to assess the current state

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

We have submitted our results to the special issue, cultural perspective of physical literacy

within the Journal of Exercise Science and Fitness.

I want to start with the pressing need that we have to analyze how is also the current

state of physical activity over the world.

We know physical activity has a huge impact on health, on well-being and similar indicators

of quality of life.

But we are aware today that often physical activity levels are not that high as recommended.

When you here, for example, look at the map visualizing the prevalence of physical activity

for men, then we have to state that more than 25% of all men over the globe are not sufficiently

physically active.

An even more traumatic scenario can be drawn for women.

Here you see more red on the map highlighting that your physical inactivity prevalence

are even higher.

And by the way, also when we look not on adults, but also in children, there is no doubt that

we can do a lot in order to use physical activity as a means to be healthy.

The question arises, what are then the qualifications necessary to physically active lifestyle?

And here, once a concept comes into play, which has gained increasing attention in recent

years.

And that's the concept of physical literacy.

There are a variety of different definitions I have to admit, but the good thing is that

we have an International Physical Literacy Association, which represents the most common

consensus of the definitions.

And briefly, physical literacy can be defined here as the motivation, confidence, physical

competence, knowledge and understanding to value and take responsibility for engagement

in physical activity for life.

When we look at this definition in more detail, then we often find those Venn diagrams that

are visualized in several studies.

And these Venn diagrams identify certain domains also within this definition.

For example, physical competence, we can say that's the physical aspect of physical activity.

Motivation, confidence, that's the affective domain of physical activity, knowledge and

understand a cognitive domain is represented there.

And finally, this should lead to huge amount of daily behavior and that can be quickly

termed the behavioral domain of physical literacy.

If we just analyze it descriptively, which value is given to physical literacy, then

we have determined that it's represented in a lot of important policy document on physical

activity.

For example, the global action plan on physical activity by the World Health Organization

or it's mentioned in the UNESCO guidelines for policymakers of quality physical education.

The question arises, how is then physical literacy adopted if it is advocated by these

important political documents?

And our study wants to analyze this situation for Europe.

Because currently we don't have that knowledge about how the different countries adopt this

in Europe.

Admittedly, yes, there is a book by Margaret Whitehead that is called physical literacy

across the world.