ArticleJournal of exercise science and fitness2026
Unveiling the role of knowledge within the concept of physical literacy and its empirical links to physical activity in children.
Article in Journal of exercise science and fitness, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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 ( Results: Declarative knowledge showed a small but significant direct association with the number of active days ( 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.
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