Alignment of physical education curricula with physical literacy across Europe: an observational mapping study with country-level predictors

Citation

Carl J, Salin K, Barnett LM, Foweather L, Jurak G, Martins J, Müller I, O'Brien W, Venetsanou F, Singh A, Elsborg P, Goss H, Lundvall S, Pavlova I, D'Anna C, Vlček P, Algurén B, Antala B, Bartle G, Birch J, Bryant A, Carlos-Vivas J, Christodoulides E, Cowley JG, Csányi T, De Martelaer K, Emeljanovas A, Eren G, Fernāte A, Gilic B, Gisladottir T, Green N, Groffik D, Heck S, van Hilvoorde I, Huhtiniemi M, Iconomescu T, Jaunig J, Jones E, Kelso A, Koka A, Kreinbucher-Bekerle C, Laudańska-Krzemińska I, Masanovic B, McFlynn P, McKee M, Mendoza-Muñoz M, Melby PS, Mieziene B, Milanović I, Mileva E, Mouton A, Németh Z, Olaru BS, Onofre M, Petrytsa P, Pihu M, Popeska B, Popovic S, Poweleit A, Janić SR, Riga V, Schnitzler C, Sekulic D, Semyonova M, Smila B, Töpfer C, Tsivitanidou O, Vašíčková J, Winje Ø, Zito V & Yıldızer G (2026) Alignment of physical education curricula with physical literacy across Europe: an observational mapping study with country-level predictors. Cowley J (Project Member), Carl J (Project Leader), Salin K (Project Leader), Barnett LM (Project Member), Foweather L (Project Member), Jurak G (Project Member), Martins J (Project Member), Müller I (Project Member), O'Brien W (Project Member), Venetsanou F (Project Member), Singh A (Project Member), Elsborg P (Project Member), Goss H (Project Member), Lundvall S (Project Member), Pavlova I (Project Member), D'Anna C (Project Member), Vlček P (Project Member), Algurén B (Project Member), Antala B (Project Member), Bartle G (Project Member), Birch J (Project Member), Bryant A (Project Member), Carlos-Vivas J (Project Member), Christodoulides E (Project Member), Cowley JG (Project Member), Csányi T (Project Member), De Martelaer K (Project Member), Emeljanovas A (Project Member), Eren G (Project Member), Fernāte A (Project Member), Gilic B (Project Member), Gisladottir T (Project Member), Green N (Project Member), Groffik D (Project Member), Heck S (Project Member), van Hilvoorde I (Project Member), Huhtiniemi M (Project Member), Iconomescu T (Project Member), Jaunig J (Project Member), Jones E (Project Member), Kelso A (Project Member), Koka A (Project Member), Kreinbucher-Bekerle C (Project Member), Laudańska-Krzemińska I (Project Member), Masanovic B (Project Member), McFlynn P (Project Member), McKee M (Project Member), Mendoza-Muñoz M (Project Member), Melby PS (Project Member), Mieziene B (Project Member), Milanović I (Project Member), Mileva E (Project Member), Mouton A (Project Member), Németh Z (Project Member), Olaru BS (Project Member), Onofre M (Project Member), Petrytsa P (Project Member), Pihu M (Project Member), Popeska B (Project Member), Popovic S (Project Member), Poweleit A (Project Member), Janić SR (Project Member), Riga V (Project Member), Schnitzler C (Project Member), Sekulic D (Project Member), Semyonova M (Project Member), Smila B (Project Member), Töpfer C (Project Member), Tsivitanidou O (Project Member), Vašíčková J (Project Member), Winje Ø (Project Member), Zito V (Project Member) & Yıldızer G (Project Member) The Lancet Regional Health - Europe, 65, p. 101641. https://www.thelancet.com/journals/lanepe/article/PIIS2666-7762(26)00053-0/fulltext; https://doi.org/10.1016/j.lanepe.2026.101641

Abstract
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 [CI95 0·13, 0·65], p = 0·0062), human development (β = 0·32 [CI95 0·011, 0·58], p = 0·043), and innovation spirit (β = 0·32 [CI95 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.

Journal
The Lancet Regional Health - Europe: Volume 65