Enabling, enriching, and meaningful physical literacy environments

Roberts, W, Woods, C, Wintle, J and Durden-Myers, L ORCID: 0000-0001-7705-1138 (2026) 'Enabling, enriching, and meaningful physical literacy environments.' In: Durden-Myers, L, ed. Routledge handbook of physical literacy. Routledge, Abingdon, pp. 59-65. ISBN 9781032703336 (Forthcoming)

Abstract

This chapter examines the central role of the environment in shaping the journey towards physical literacy, emphasising the dynamic interplay between individuals and their surroundings. It challenges reductionist perspectives that isolate physical, cognitive, emotional, and perceptual domains, instead framing physical literacy as an embedded phenomenon arising from person–environment relations. Drawing on an ecological dynamics perspective, the chapter explores how enriched and enabling environments foster exploration, adaptability, and the self-organisation of functional movement solutions. Throughout, we explore the essential role the environment plays in shaping our physical literacy journey. More specifically, ‘physical literacy’ – as considered in this chapter – resides beyond the biological boundaries of the human body, being shaped by a ceaseless interplay between environmental information and the intrinsic dynamics of an individual. It is through movement experiences shaped by the environment and the various tasks one engages with that functional movement solutions emerge, with concomitant adaptations throughout the whole system. These adaptations occur across multiple nested scales, which, we suggest, are advantageous in supporting people on their journey to lead physically literate and active lives.

Item Type:	Book Chapter or Section
Divisions:	School of Education
Related URLs:	https://www.routledge.com/Routledge-Hand...
Date Deposited:	17 Apr 2026 15:37
Last Modified:	17 Apr 2026 15:37
URN:	https://researchspace.bathspa.ac.uk/id/eprint/17697

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