Physical activity and knowledge development in childhood: Insight through physical literacy

Titelangaben

Schuck, Tizian ; Tittlbach, Susanne:
Physical activity and knowledge development in childhood: Insight through physical literacy.
2025
Veranstaltung: CIAPSE Congress: Holistic approaches to childhood development , 03.-05.09.2025 , Zürich.
(Veranstaltungsbeitrag: Kongress/Konferenz/Symposium/Tagung , Vortrag )

Angaben zu Projekten

Abstract

Introduction: An active lifestyle is associated with significant health benefits, yet physical inactivity remains prevalent, even in childhood (WHO, 2018). Physical literacy (PL) is a key concept for promoting lifelong physical activity (PA), comprising motivation, confidence, physical competence, knowledge, and understanding (Whitehead, 2010). While research has focused on motor and psychological-affective dimensions (Dreiskämper et al., 2022), the cognitive dimension remains underexplored. Some studies suggest the cognitive dimension may be least developed in childhood (Carl et al., 2024) and may not directly affect adherence to PA guidelines (Belanger et al., 2018). However, within the German competence discourse, knowledge and motor ability are regarded as equally essential components of the capacity to act in a self-responsible, physically active manner (Töpfer, 2017). This study examines associations between PA and knowledge in the context of PL in children.

Methods: A cross-sectional survey of 643 second-grade students (mean age=8.4, SD=0.5) assessed PL using motor tests (GMT 6-18) and validated questionnaire items on PA behavior, physical self-concept, motivation and enjoyment. Knowledge was measured via two open-ended questions on action and effect knowledge, coded independently by two raters (κ >.90). A path model with bootstrapped mediation analysis was used to examine direct and indirect associations between PA and knowledge, mediated by motor and psychological-affective dimensions.

Results: A small but significant relationship was found between the motor and psychological-affective dimensions (r=.21, p<.001). No direct association between PA and knowledge was found. Indirect associations emerged via the motor dimension (β=.03, p<.05). The psychological-affective dimension contributed only in interaction with the motor dimension (β=.13, p<.01).

Discussion: Findings support the holistic nature of PL, suggesting that knowledge and PA are interconnected through motor and psychological-affective dimensions. Promoting PL should target all dimensions and embed knowledge acquisition within physical activity contexts. Longitudinal studies are needed to investigate
developmental dynamics over time.

References:
Belanger, K., Barnes, J. D., Longmuir, P. E., Anderson, K. D., Bruner, B., Copeland, J. L., Gregg, M. J., Hall, N., Kolen, A. M., Lane, K. N., Law, B., MacDonald, D. J., Martin, L. J., Saunders, T. J., Sheehan, D., Stone, M., Woodruff, S. J., & Tremblay, M. S. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health, 18 (Suppl 2): 1042, 113-121. https://doi.org/10.1186/s12889-018-5897-4.

Carl, J., Jaunig, J., Schnith, L., Mayer, J., O’Connor, J., & Young, L. (2024). Mapping the ‘lifelong journey’ of physical literacy: a biographical assessment method for the physical activity and health context. Sport, Education and Society, 1–15. https://doi.org/10.1080/13573322.2024.2383948.