Investigating physical literacy components in primary school children

Introduction: The physical literacy concept can serve as a guide to transform the focus on existing messages around physical activity participation. Although each individual component of physical literacy has been found to have a unique contribution to physical activity, understanding the connectivity between the components to support the development of physically literate children is needed. Novel analysis of components would allow for differentiation of children’s physical literacy measurement and intervention. Method: The Moving Well-Being Well project assessed 2,148 Irish primary school children’s (5-12 years) physical literacy, with five core research measurements namely: i) Fundamental movement skill; ii) Physical activity motivation quality; iii) Perceived movement skill competence, iv) Physical self-efficacy and v) Physical activity levels. With subsequent development and evaluation of an empirically driven intervention seeking to positively impact children’s physical literacy levels. Results: Findings identified: i) Gender differences in regard to fundamental movement skills’ relationship with different qualities of motivation; ii) Fundamental movement skills and perceived movement skill competency mediate the physical self-efficacy – physical activity relationship; and, iii) Four physical literacy-based profiles with significantly different physical activity levels. Findings allowed for the development and implementation of an exploratory trial to increase physical literacy components. Results from the intervention highlight using physical literacy as a theoretical framework is significant for developing children’s fundamental movement skills and physical self-efficacy Theoretical Contribution: The thesis supports the concept of physical literacy with empirical evidence that the components have a relationship that form children’s physical activity. Moreover, the theoretical and practical contribution of differentiating children’s physical literacy can guide future person-centred interventions. Conclusion: Overall, this thesis highlights the importance of understanding how the components are connecting to develop a physically literate individual. Further longitudinal studies are needed to assess the impact of the Moving Well-Being Well intervention on behaviour change in regards to the physical literacy concept