Decolonising physical literacy for human and planetary well-being

Traditionally, physical education has focused on movement competency to develop skills for successfulperformance in different physical activities. Recently, however, the focus of many physical educators isshifting to notions of physical literacy to promote human flourishing through embodied experiences acrossmultiple and diverse movement contexts well beyond physical education. While this shift is a welcomecorrective to more traditional approaches to physical education, mainstream conceptions of physicalliteracy remain unduly narrow as rooted in colonial logics that continue to separate humans from the Earthwhile locating dominant categories of the human in hierarchical positions of power. In response, thisarticle is an entanglement of Western and M & eacute;tis embodiments of physical literacy. Deconstructinguniversalising models and modes of physical literacy set in dominant Western constructs, we seek to fosterculturally relevant and meaningful physical literacy to promote physical activity and the wholistic healthand well-being of Indigenous, or specifically, Red River M & eacute;tis teachers and learners in Winnipeg, Canada.In doing so, we seek to provide a (re)visioning of human/Earth relationships as cultivated throughmovement-with Land; and thus, strengthen physical educational practices that more adequately attends tosocial (human) and ecological (Earth) flourishing in the context of global climate change.