Abstract
The current defi cit of physical activity results in a deterioration of the health condition (eg an increase in obesity and related complications, vertebrogenic diffi culties, etc.) and work capacity of the population. One of the causes is the insuffi cient level of motor skills.
The concept of physical literacy (PL) has been accepted, after initial mistrust, in a number of countries, as evidenced by the increase in the number of publications from one in 1998 to more than 50 in 2020. The concept of PL should have the same educational value as other educational literacies.
Despite the highly variable defi nitions of PL, there is mostly agreement on Whitehead's defi nition, which defi nes it as a holistic, multidimensional construct in which a physically literate person has the motivation, self-confi dence, physical competence, knowledge and understanding to value and take responsibility for maintaining effective physical activities throughout life. In general, PL is considered to be a person's ability and commitment to a physically active lifestyle.
Along with the growing interest in the concept of PL, there is also discussion aiming to remove some of the ambiguities associated with its definition. Although the concept of PL seems to be appropriate for the schooling period, the opposite is true; PL needs to be cultivated throughout the life cycle.
Compared to the past, when the basic goal of the PL concept was to defend it and introduce it into the educational environment, together with increasing movement competencies, the current goals of PL are clearly focused on using this concept to improve lifestyle and consequently improve health.