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Schuck, Tizian ; Carl, Johannes ; Tittlbach, Susanne:
Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children.
In: Journal of Exercise Science & Fitness.
Bd. 24
(2026)
Heft 4
.
- 200524.
ISSN 1728-869X
DOI: https://doi.org/10.1016/j.jesf.2026.200524
Abstract
Background: Physical literacy is a key concept for promoting lifelong physical activity, integrating an individual'smotivation, confidence, physical competence, knowledge, and understanding. While research has predominantlyfocused on the physical and affective dimensions of physical literacy, the cognitive dimension remains empiri-cally underexplored. This study analyses (a) how the cognitive dimension and physical activity are associated inGerman primary school children and (b) whether the other dimensions of physical literacy mediate thisassociation.Methods: Based on a cross-sectional survey of 549 s-grade students (mean age = 8.4, SD = .5), physical literacywas assessed using motor tests (GMT 6-18) and validated questionnaire items on physical activity (number ofactive days, number of sports and exercises performed), physical self-concept, motivation, and enjoyment. Thecognitive dimension was operationalized through two open-ended questions on declarative and proceduralknowledge, coded independently by two raters (κ > .90). Structural equation modeling with bootstrappedmediation analysis was used to examine the direct and indirect associations between the cognitive dimension andchildren's physical activity.Results: Declarative knowledge showed a small but significant direct association with the number of active days(β = .10), with a complementary mediation via motor abilities (β = .12). Procedural knowledge followed an‘indirect-only pattern’ on number of sports and exercises performed via the affective dimension (β = .09).Conclusion: Knowledge showed limited direct associations with physical activity but indirect pathways viaphysical and affective dimensions, highlighting the potential of embedding cognitive content in active learningexperiences. Promoting physical literacy in physical activity settings should address all its dimensions and embedknowledge acquisition within physical activity.