Hannay, S and Durden-Myers, L 
ORCID: 0000-0001-7705-1138
(2026)
'Physical literacy as a living dialogue: pathway through praxis in the pursuit of understanding.'
In: Durden-Myers, L, ed.
Routledge handbook of physical literacy.
Routledge, Abingdon, pp. 201-210.
ISBN 9781032703336
(Forthcoming)
Abstract
This chapter argues that physical literacy should be understood as a dynamic, reflective practice rather than a fixed concept. Drawing on the Greek roots of ‘praxis’ (‘to do’ and ‘to act’), it emphasises the continuous interplay of knowing and doing, aligning with physical literacy's holistic and embodied intent. The chapter positions physical literacy as an ‘embodied living commitment’ that bridges theory and lived experience, advocating for a transformative approach to physical activity promotion and the understanding of movement. It highlights how physical literacy as praxis delves into action-based methodologies and philosophical conversations that promote transformative and embodied learning. Inspired by Paulo Freire's critical pedagogy, the chapter suggests that physical literacy should be a revolutionary transformation in society, culture, and systems, aiming for emancipatory action rather than mere knowledge acquisition. The chapter also stresses the importance of ‘joy’ in fostering sustained engagement in physical activity, advocating for integrated, person-centred approaches that move beyond traditional skill-based instruction. It concludes by urging a critical, interpretive approach to assessing physical literacy, resisting standardisation, and valuing movement as a form of communication and a storied becoming.
| Item Type: | Book Chapter or Section |
|---|---|
| Divisions: | School of Education |
| Related URLs: | |
| Date Deposited: | 17 Apr 2026 16:20 |
| Last Modified: | 17 Apr 2026 16:20 |
| URN: | https://researchspace.bathspa.ac.uk/id/eprint/17707 |
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