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Physical literacy (PL), as embodied within physical education (PE), has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. The purpose of this paper was to provide a discussion of how the pedagogical features of a contemporary pedagogical model, Sport Education (SE), may be used to operationalize PL in PE and what empirical evidence currently exists to validate this claim. Substantial empiricaldoi:10.1016/j.jshs.2015.04.001 fatcat:344dmmxborgh7amihac64lbipq