ABSTRACT
This chapter continues the topic of curriculum reform and contextualizes physical literacy in the school reality to provide a rationale for a unique curriculum conceptualization. The goal is to expand the elaboration to deliberate the possibility that a physical literacy curriculum would help address the issue of physical education marginalization in schools. The chapter opens by pointing out that the marginalization has been around silently for decades, and the field has attempted to address it unsuccessfully. It further argues that the traditional, sport-centered curriculum has lost its education value in the contemporary schooling. The negative perception of physical education has exacerbated recently due to negative exposure of the traditional programming. Based on the concept of physical literacy, it is proposed that knowledge, rather than sports or recreational activities, should be the curriculum stem. Five principles for selecting knowledge to be included in the curriculum are elaborated in terms of the constructivist learning perspective to argue. For physical education to be accepted as a viable curriculum for the missing of schooling, a transformative curriculum must be designed with content that is based on the kinesiology science to transform the learning experiences.
