The equity of ways to develop movement competence and confidence towards healthy active living.

Abstract
It is every child’s right to learn how to use their body within different environments to enhance general health and personal wellbeing (UNESCO, 2019, article 31). Developing literacy in how and why we engage in physical activity opens lifelong and life wide opportunities (International Physical Literacy Association, 2017; Jess et al.2023).
Physical activity ought to adapt to the meet the needs and support the aspirations and interests of every child. Such advocacy also calls to ensure the agency of these processes (Hodge, Jordan and Smith, 2022). In response to the demand for such research, a pragmatic means to build movement vocabulary is shared, integrated into resistance movement problems (Murray et al. 2023) to be resolved via participation.
To illustrate how participants can enjoy physical activity using their bespoke equipment, namely their respective bodies, the presented Progression Spiral (Murray et al. 2023) demonstrates how to create adaptive learning progressions. Accounting for the detracting factor of limited space for activity engagement, the model shares how to give opportunity for equitable physical activity.
The activity participant accepts the proffered starting points for activity where participants co-construct their challenges by taking part in the activities within which inviting solutions facilitate their attainment. Expected outcomes are achieved (Education Scotland, 2023).
We propose that such models be implemented across physical activity hubs (e.g. schools, community-based locations). Approaches as this will help encourage broader support for equity and diversity in accessible activity (Education Scotland, 2017).
Movement concepts are used within the illustrated progression spiral model of resistance movements, as a medium to attract participants interest in explaining how they move and build on shared solutions to movement challenges (Graham et al, 2020).
Participants build stability and strength using resistance movements as the movement spiral is realised. Motor competency and confidence levels increase. Alongside these gains are embedded other accompanying pedagogical strands to purposefully empower learners to use their acknowledged constraints as part of their celebrated identities (Murray and Napper-Owen, 2021; Adams and Murray, 2022). Defining what social justice is in our settings is crucial (Pijanowski and Brady, 2020).
Means by which to invite participants to build equitable physical literacy for the self and others are shared.
Part 1: Identifying issues and barriers for building movement competence and confidence.
Part 2: Solution to issues and barriers - using own body.
Part 3: Applying solution to communities practicing healthy active living.