Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children.
- 1Bayreuth Center of Sport Science, Chair of Social and Health Sciences, University of Bayreuth, Universitätsstraße 30, Bayreuth, 95447, Germany.
- 2Department of Sport Science and Sport, Chair of Education in Sport, Friedrich-Alexander-University of Erlangen-Nürnberg, Gebbertstraße 123b, Erlangen, 91058, Germany.
- 3Department of Sport and Human Movement Sciences , University of Vienna, Auf der Schmelz 6a, Wien, 1150, Austria.
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 s-grade students (mean age = 8.4, SD = .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.
Related
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- Associations between physical activity expectations, health literacy, and life satisfaction in cancer patients: results of a quantitative cross-sectional study.
BibTeX
@article{schuck2026unveiling,
title = {{Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children.}},
author = {Tizian Schuck and Johannes Carl and Susanne Tittlbach},
journal = {Journal of exercise science and fitness},
year = {2026},
month = sep,
doi = {10.1016/j.jesf.2026.200524},
url = {https://europepmc.org/article/MED/42857162},
note = {CC BY},
}
RIS
TY - JOUR
TI - Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children.
AU - Tizian Schuck
AU - Johannes Carl
AU - Susanne Tittlbach
PY - 2026
DA - 2026/09/23
JO - Journal of exercise science and fitness
DO - 10.1016/j.jesf.2026.200524
UR - https://europepmc.org/article/MED/42857162
AB - 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 s-grade students (mean age = 8.4, SD = .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.
SN - 1728-869X
SN - 2226-5104
ER -