The role of physical literacy in determining perceived motor competence in secondary school students
Abstract
Background/aims: Physical literacy, increasingly emphasised in health promotion, incorporates motor competence as a key predictor of lifelong physical activity. Building on this conceptual link, the present study aimed to analyse the predictive role of physical literacy on perceived motor competence (PMC) among secondary school students. It also examined differences in perception of physical literacy and motor competence based on participation in physical activity and relationships among body mass index (BMI), duration of physical activity (PA) among those participating in PA, and PA experience.
Materials and methods: A cross-sectional predictive study was conducted with 290 students ( M age =12.90 ± 0.93). The study employed three separate forms, namely ‘Physical Literacy Assessment for Youth (PLAY),’ ‘Perceived Motor Competence Inventory for Children,’ and ‘Personal Information Form,’ to collect data. Multiple linear regression analyses were conducted to examine the predictive roles of the psychological and physical domains of physical literacy on perceived motor competence. In addition, MANOVA and independent-samples t-tests were used to compare physical literacy and perceived motor competence according to physical activity participation status, while Pearson correlation analyses examined their associations with BMI, physical activity duration, and physical activity experience. The study was conducted during the 2022–2023 academic year.
Results: The study results revealed that students who engaged in regular physical activity displayed significantly higher levels of both physical literacy and perceived motor competence. The psychological domain of physical literacy significantly predicted locomotor movement skills, whereas both psychological and physical domains together considerably predicted object control skills. The study also found that lower BMI values were associated with higher perceived motor competence, and the experience of physical activity was related to the psychological domain dimension of physical literacy.
Conclusion: These results explicitly revealed that physical literacy played a critical role in shaping children’s perceptions of motor competence, emphasizing the significance of supporting active and healthy lifestyles in early adolescence.
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BibTeX
@article{uygun2026role,
title = {{The role of physical literacy in determining perceived motor competence in secondary school students}},
author = {Sultan Uygun and Özden Tepeköylü-Öztürk},
journal = {BMC Public Health},
year = {2026},
month = nov,
doi = {10.1186/s12889-026-30254-7},
url = {https://link.springer.com/article/10.1186/s12889-026-30254-7},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The role of physical literacy in determining perceived motor competence in secondary school students
AU - Sultan Uygun
AU - Özden Tepeköylü-Öztürk
PY - 2026
DA - 2026/11/07
JO - BMC Public Health
DO - 10.1186/s12889-026-30254-7
UR - https://link.springer.com/article/10.1186/s12889-026-30254-7
AB - Background/aims: Physical literacy, increasingly emphasised in health promotion, incorporates motor competence as a key predictor of lifelong physical activity. Building on this conceptual link, the present study aimed to analyse the predictive role of physical literacy on perceived motor competence (PMC) among secondary school students. It also examined differences in perception of physical literacy and motor competence based on participation in physical activity and relationships among body mass index (BMI), duration of physical activity (PA) among those participating in PA, and PA experience. Materials and methods: A cross-sectional predictive study was conducted with 290 students ( M age =12.90 ± 0.93). The study employed three separate forms, namely ‘Physical Literacy Assessment for Youth (PLAY),’ ‘Perceived Motor Competence Inventory for Children,’ and ‘Personal Information Form,’ to collect data. Multiple linear regression analyses were conducted to examine the predictive roles of the psychological and physical domains of physical literacy on perceived motor competence. In addition, MANOVA and independent-samples t-tests were used to compare physical literacy and perceived motor competence according to physical activity participation status, while Pearson correlation analyses examined their associations with BMI, physical activity duration, and physical activity experience. The study was conducted during the 2022–2023 academic year. Results: The study results revealed that students who engaged in regular physical activity displayed significantly higher levels of both physical literacy and perceived motor competence. The psychological domain of physical literacy significantly predicted locomotor movement skills, whereas both psychological and physical domains together considerably predicted object control skills. The study also found that lower BMI values were associated with higher perceived motor competence, and the experience of physical activity was related to the psychological domain dimension of physical literacy. Conclusion: These results explicitly revealed that physical literacy played a critical role in shaping children’s perceptions of motor competence, emphasizing the significance of supporting active and healthy lifestyles in early adolescence.
SN - 1471-2458
ER -