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The Mediational Role of Perceived Physical Literacy: A Longitudinal Study From a Motor Development Perspective
Nuria Ortega-Benavent1,2, Cristina Menescardi1, Pamela Salazar-Cruz1,3
1AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Valencia, Spain.
Promoting motor competence and perceived physical literacy in children is key for lifelong physical activity and health. Improvements in actual motor skills boost perceived physical literacy, leading to greater engagement in physical activity.
Area of Science:
- Child Development
- Motor Learning
- Public Health
Background:
- Physical literacy (PL) is crucial for children's motor development.
- Understanding the longitudinal interplay between motor competence (MC), physical activity (PA), and perceived PL is essential.
Purpose of the Study:
- To analyze the longitudinal relationship between children's MC and PA.
- To investigate the mediational role of perceived PL over time.
- To confirm the temporal invariance of the proposed model.
Main Methods:
- Longitudinal study with 578 Spanish children (aged 9.52 years at baseline).
- Data collected at two time points (T1 and T2).
- Statistical analysis including mediation and invariance testing.
Main Results:
- Positive associations among MC, perceived PL, and PA emerged at T2.
- Perceived PL mediated the relationship between MC and PA at T2.
- Model invariance confirmed stability over time, with improvements in MC predicting perceived PL and subsequent PA engagement.
Conclusions:
- Promoting children's actual MC and perceived PL is vital for encouraging lifelong PA.
- A holistic approach to self-perception in motor development supports sustained health behaviors.
- Teachers and stakeholders play a critical role in fostering these developmental pathways.
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