Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children
Schuck T, Carl J, Tittlbach S (2026)
Publication Type: Journal article
Publication year: 2026
Journal
Book Volume: 24
Article Number: 200524
Journal Issue: 4
DOI: 10.1016/j.jesf.2026.200524
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.
Involved external institutions
Germany (DE)
Austria (AT)How to cite
APA:
Schuck, T., Carl, J., & Tittlbach, S. (2026). Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children. Journal of Exercise Science & Fitness, 24(4). https://doi.org/10.1016/j.jesf.2026.200524
MLA:
Schuck, Tizian, Johannes Carl, and Susanne Tittlbach. "Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children." Journal of Exercise Science & Fitness 24.4 (2026).
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