Italian Journal of Health Education, Sports and Inclusive Didactics
Re-Embodied Education: Toward an Integrated Embodied Physical Literacy Framework (IEPLF)
Abstract
Physical literacy (PL) and embodied cognition share a common theoretical ground in recognizing the body as central to learning and thinking. This contribution explores their connection, proposing PL as a practical framework through which embodied cognition can be operationalized and empirically investigated. Movement experience is not merely an output, but a process that shapes perception, supports executive functions, and provides the biological basis for conceptual meaning and social interaction. PL fosters a reciprocal relationship between action and cognition, where skills, motivation, and understanding co-develop. This perspective highlights a virtuous cycle in which bodily engagement enhances cognitive functions, while cognitive awareness refines movement quality. Integrating these domains offers valuable implications for education and training, suggesting that promoting PL can support holistic development, bridging motor competence with cognitive growth and lifelong learning.
Keywords
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DOI: https://doi.org/10.32043/gsd.v10i4.1838
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Italian Journal of Health Education, Sports and Inclusive Didactics
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