“When movement is experienced as joy, it adorns our lives, makes our days go better, and gives us something to look forward to. When movement is joyful and meaningful, it may even inspire us to do things we never thought possible.” Scott Kretchmar                         

My personal philosophy and teaching interests align with the theoretical foundations of 'Physical Literacy' (PL), a conviction that dualistic thinking about body and mind is limiting (Whitehead, 2010). Advocating for inclusive physical education, the concept of physical literacy encourages physical educators to place all learners at the heart of the process of acquiring physical competence for physical activity engagement. PL is understood as a disposition, not something reduced to fundamental motor skills, dutifully acquired in sport and education but the major outcome of physical education (PE). My positioning on the purpose of PE differs somewhat. Acknowledging research in Early Childhood Education and Physical Education that not all children or adults play relentlessly, naturally or freely, I understand PE as play education, similar to play philosopher Kretchmar (2007). This is about the potential for play, in every body, at every age. It involves learning how to play and developing physical literacy to generate pleasure, joy and happiness, not only in early childhood but throughout the full lifespan, into active ageing. Pedagogies that nurture potential, meaning-making and joy in body play experiences are central to my teaching and PhD research.