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Physical literacy (PL) was initially introduced during the first half of the 20th century in the United States. Since then, it has been gradually gaining in both usage and popularity in many physical education contexts worldwide. However, there has been limited discussion on the practical implication of facilitating PL. Thus, the purpose of this article is to (a) introduce a current definition and core components of PL, (b) provide a brief overview of the political application of PL and pedagogical approaches that have been utilized to facilitate PL, and (c) suggest the concept of humanities-oriented physical education (HOPE) as an alternative pedagogical approach to facilitate PL. The article concludes by sharing recommendations for and insight into ways of cultivating PL within physical education contexts. [ABSTRACT FROM AUTHOR]

Children and adolescents face increased mental health issues and social isolation, especially within the COVID-19 environment. In response to the current situation, the concept of social and emotional learning (SEL) has shown positive influences on children and adolescents. This paper will provide a brief definition and values of SEL. Then, the authors will suggest the concept of Humanities-Oriented Physical Education (HOPE) as a vehicle for SEL. Following this, under the umbrella of HOPE, this paper will introduce one specific pedagogical model that has the potential for creating successful learning environments for SEL within physical education settings. [ABSTRACT FROM AUTHOR]