More than movement: a conceptual exploration of the convergence of social-emotional learning and physical literacy.

This paper develops an integrative framework for bringing social-emotional learning (SEL) and physical literacy (PL) into closer conceptual and pedagogical alignment. Rather than treating SEL and PL as separate domains, the paper positions them as mutually reinforcing lenses for understanding how movement experiences can support holistic development across health and physical education, community sport and recreation, outdoor and play-based settings, and lifespan physical activity contexts. Ecological systems theory provides the primary architecture, while socio-constructivist, self-determination, ecological dynamics, and meaningful physical education perspectives explain how embodied learning, motivation, agency, belonging, and adaptive movement competence are cultivated through meaningful activity. Within this integrated view, movement is not limited to fitness, performance, or skill acquisition; it is a relational and culturally situated site through which learners develop empathy, resilience, ethical awareness, confidence, competence, motivation, and understanding. International policy frameworks, including UNESCO's Quality Physical Education guidelines, the OECD's Learning Compass 2,030, and the WHO's Global Action Plan on Physical Activity, further underscore the need for approaches that respond to persistent physical inactivity, widening inequities, and growing concerns about young people's mental health and wellbeing. The framework translates these priorities into design principles that emphasize autonomy, competence, relatedness, equity, cultural relevance, and meaningful engagement. In doing so, the paper proposes SEL-PL integration as an evaluative and conceptual direction for health and physical education and related movement contexts, suggesting that meaningful movement may contribute to identity formation, flourishing, lifelong participation, and more just conditions for wellbeing.