Toward a salutogenic orientation in physical education: the role of physical literacy and social–emotional learning

Physical education (PE) occupies a critical position in addressing two pressing global challenges: widespread physical inactivity and rising concerns for childhood and youth well-being. Despite its frequent marginalization within the curriculum, PE is uniquely situated to integrate movement, identity, and relational learning. This article calls for the uniting of physical literacy (PL) and social–emotional learning (SEL) frameworks to reimagine the aims and practices of PE aligning toward a more salutogenic orientation of meaningful physical education and physical activity. Drawing on international policy, empirical evidence, and philosophical foundations, it outlines a paradigm shift that positions PE not merely as a space for skill development but as a context for cultivating flourishing. The article explores the shared goals of PL and SEL as strategies for designing meaningful and inclusive practice, and the systemic implications for teacher preparation, assessment, and policy alignment. By integrating these frameworks, educators can foster confidence, agency, empathy, and resilience, ultimately reframing PE as an opportunity for salutogenic experiences rather than continuing the dominant pathogenic narrative of disease prevention.