Work

Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children

Year: 2026

Type: article

Abstract: Background Physical literacy is a key concept for promoting lifelong physical activity, integrating an individual’s motivation, confidence, physical competence, knowledge, and understanding. While research has predominantly focused on the physical and affective dimensions of physical literacy, the cognitive dimension remains empirically underexplored. This study analyses (a) how the cognitive dimension and physical activity are associated in German primary school children and (b) whether the other dimensions of physical literacy mediate this association. Methods Based on a cross-sectional survey of 549 second-grade students (mean age=8.4, SD=0.5), physical literacy was assessed using motor tests (GMT 6-18) and validated questionnaire items on physical activity (number of active days, number of sports and exercises performed), physical self-concept, motivation, and enjoyment. The cognitive dimension was operationalized through two open-ended questions on declarative and procedural knowledge, coded independently by two raters ( κ >.90). Structural equation modeling with bootstrapped mediation analysis was used to examine the direct and indirect associations between the cognitive dimension and children’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 via physical and affective dimensions, highlighting the potential of embedding cognitive content in active learning experiences. Promoting physical literacy in physical activity settings should address all its dimensions and embed knowledge acquisition within physical activity.

Source: Journal of Exercise Science & Fitness

DOI: 10.1016/j.jesf.2026.200524

Authors: Tizian Schuck, Johannes Carl, Susanne Tittlbach

Institutions: Friedrich-Alexander-Universität Erlangen-Nürnberg, University of Bayreuth, University of Vienna

Language: English

Topic: Children's Physical and Motor Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,150