The concept of Physical Literacy was reinvigorated twenty-five years ago by M. Whitehead and has since gained an ever broader ground in all continents. It essentially describes a human activity of great importance, the individuals’ embodied ability to maintain their movement throughout the life course in order to enhance their quality of life. Because physical literacy was associated with various aspects of an individual’s life and with all ages, numerous groups around the world adopted its objectives and principles, specific policies were developed and programmes were implemented for its promotion, while books were written and several scientific articles were published on the subject. The purpose of this study was to review the research literature to establish what is currently known about the extent to which Physical Literacy has been achieved in all countries. It specifically studies which countries implemented physical literacy programmes and promotion policies, what results these brought, who they were targeted at, and who were responsible for their implementation. The study also investigates whether the assessment/measurement of physical literacy is possible and necessary, as well as which other areas of life and knowledge it can be associated with. A systematic collection and review of papers related to Physical Literacy was chosen by searching databases and the worldwide web. Their content was then systematically analysed with the content analysis method. NVivo12 qualitative data analysis software was used as a tool for codifying and analysing collected data. Research data indicate an increased interest in the concept of physical literacy, its implementation and advancement globally, mostly in Canada and the United Kingdom. The policies proposed in most countries are mostly associated with the field of education and least associated with sports, recreation or public health. A variety of programmes were found, mostly related with childhood, while the shortage of programmes focused on adults is registered as a great gap in the course of consolidating physical literacy. The non-linear nature of the concept requires rejection of conventional assessment methods and adoption of a combination of qualitative and quantitative methods for the evaluation of interventions. However, the term still seems to be unclear, many times resulting in its confusion with other similar concepts. Studies focusing on the results of physical literacy programmes are long-term and this is why a lot of them are still in progress. People’s awareness and mobilisation in this specific field nevertheless signal an encouraging sign for the future and for having healthier societies.