TY - JOUR
T1 - Alignment of physical education curricula with physical literacy across Europe
T2 - an observational mapping study with country-level predictors
AU - EUROPLIT group
AU - Carl, Johannes
AU - Salin, Kasper
AU - Barnett, Lisa M.
AU - Foweather, Lawrence
AU - Jurak, Gregor
AU - Martins, João
AU - Müller, Ivan
AU - O'Brien, Wesley
AU - Venetsanou, Fotini
AU - Singh, Amika
AU - Elsborg, Peter
AU - Goss, Hannah
AU - Lundvall, Suzanne
AU - Pavlova, Iuliia
AU - D'Anna, Cristiana
AU - Vlček, Petr
AU - Algurén, Beatrix
AU - Antala, Branislav
AU - Bartle, Gillian
AU - Birch, Jens
AU - Bryant, Anna
AU - Carlos-Vivas, Jorge
AU - Christodoulides, Efstathios
AU - Cowley, Joe G.
AU - Csányi, Tamás
AU - De Martelaer, Kristine
AU - Emeljanovas, Arunas
AU - Eren, Gonca
AU - Fernāte, Andra
AU - Gilic, Barbara
AU - Gisladottir, Thordis
AU - Green, Nigel
AU - Groffik, Dorota
AU - Heck, Sandra
AU - van Hilvoorde, Ivo
AU - Huhtiniemi, Mikko
AU - Iconomescu, Teodora Mihaela
AU - Jaunig, Johannes
AU - Jones, Ellen
AU - Kelso, Anne
AU - Koka, Andre
AU - Kreinbucher-Bekerle, Christoph
AU - Laudańska-Krzemińska, Ida
AU - Masanovic, Bojan
AU - McFlynn, Paul
AU - McKee, Melanie
AU - Mendoza-Muñoz, María
AU - Melby, Paulina S.
AU - Mieziene, Brigita
AU - Milanović, Ivana
N1 - © 2026 The Author(s).
PY - 2026/3/10
Y1 - 2026/3/10
N2 - Background: Physical literacy (PL) is recognised by UNESCO and WHO for fostering lifelong physical activity. Although PL stands on the global agenda of health and education policies, analyses of the adoption by European education are scant. This study aimed to map the alignment of physical education with PL in Europe, explore potential predictors at country level, and identify country ‘alignment laggards’. Methods: Experts from 40 European countries assessed the alignment of national physical education curricula with PL using a pre-validated 15-indicator survey (α = 0·86). Country-level PL alignment scores were calculated and mapped. Regression models investigated whether these scores were predicted by educational attainment (PISA), human development (Human Development Index), relative economic strength (Gross Domestic Product/Capita), societal liberty (Human Freedom Index), and innovation spirit (Global Innovation Index). Residual errors were computed to identify association-adjusted ‘laggards’ in curricular PL alignment. Findings: Significant heterogeneity in PL alignment existed across Europe. Estonia, Wales, Finland, and Norway showed the highest, and Romania, Croatia, Cyprus, and England the lowest PL alignment. Countries' educational attainment (β = 0·43 [CI
95 0·13, 0·65], p = 0·0062), human development (β = 0·32 [CI
95 0·011, 0·58], p = 0·043), and innovation spirit (β = 0·32 [CI
95 0·0071, 0·58], p = 0·046) were significantly associated with curricular PL alignment but not relative economic strength and liberty. A total of 17 European countries were consistent ‘laggards’ in curricular PL alignment across all significant predictors. Interpretation: PL policies follow educational, developmental, and innovative gradients. Stakeholders should integrate PL as a strategic lever to transform physical education, guiding curricula and programmes to foster health through lifelong physical activity. Funding: None.
AB - Background: Physical literacy (PL) is recognised by UNESCO and WHO for fostering lifelong physical activity. Although PL stands on the global agenda of health and education policies, analyses of the adoption by European education are scant. This study aimed to map the alignment of physical education with PL in Europe, explore potential predictors at country level, and identify country ‘alignment laggards’. Methods: Experts from 40 European countries assessed the alignment of national physical education curricula with PL using a pre-validated 15-indicator survey (α = 0·86). Country-level PL alignment scores were calculated and mapped. Regression models investigated whether these scores were predicted by educational attainment (PISA), human development (Human Development Index), relative economic strength (Gross Domestic Product/Capita), societal liberty (Human Freedom Index), and innovation spirit (Global Innovation Index). Residual errors were computed to identify association-adjusted ‘laggards’ in curricular PL alignment. Findings: Significant heterogeneity in PL alignment existed across Europe. Estonia, Wales, Finland, and Norway showed the highest, and Romania, Croatia, Cyprus, and England the lowest PL alignment. Countries' educational attainment (β = 0·43 [CI
95 0·13, 0·65], p = 0·0062), human development (β = 0·32 [CI
95 0·011, 0·58], p = 0·043), and innovation spirit (β = 0·32 [CI
95 0·0071, 0·58], p = 0·046) were significantly associated with curricular PL alignment but not relative economic strength and liberty. A total of 17 European countries were consistent ‘laggards’ in curricular PL alignment across all significant predictors. Interpretation: PL policies follow educational, developmental, and innovative gradients. Stakeholders should integrate PL as a strategic lever to transform physical education, guiding curricula and programmes to foster health through lifelong physical activity. Funding: None.
KW - Children
KW - Curriculum
KW - Exercise
KW - Physical activity
KW - Schools
KW - Teaching
KW - Wellbeing
UR - https://www.scopus.com/pages/publications/105035536784
U2 - 10.1016/j.lanepe.2026.101641
DO - 10.1016/j.lanepe.2026.101641
M3 - Article
C2 - 41852354
AN - SCOPUS:105035536784
SN - 2666-7762
VL - 65
JO - The Lancet Regional Health - Europe
JF - The Lancet Regional Health - Europe
M1 - 101641
ER -
SDG 3 Good Health and Well-being