The Relationship Between Physical Literacy and Physical Fitness in Preschool-Aged Children

Physical literacy (PL) is a multidimensional construct that supports lifelong engagement in physical activity, while physical fitness (PF) represents a key health-related outcome and an important component of PL in early childhood. Evidence on the relationship between PL and PF in preschool-aged children is still limited, particularly in Croatia. Therefore, this study aimed to examine the association between PL and PF in preschool children and to explore age- and gender-related differences.

A total of 103 preschool children (58 girls and 45 boys aged 4-6) participated in this cross-sectional study. PL was assessed using Physical Literacy in Children Questionnaire (PL-C Quest), covering physical, psychological, social, and cognitive domains, while PF and anthropometric variables were measured using the PREFIT test battery. Age and gender effects were analyzed using aligned rank transform ANOVA, while associations between PL domains and PF variables were examined using Spearman's rank correlations.

No significant gender differences were observed in PL or PF variables, except for cardiorespiratory endurance among 6-year-olds. Age had a significant effect on most PF indicators, with moderate-to-large effect sizes, but not on PL scores. Significant associations between PL and PF were age-dependent, with the strongest and most consistent correlations observed in 5-year-old children, particularly between total PL and shuttle run performance (ρ = 0.46, p < 0.01).

PF improves markedly with age during the preschool period, whereas PL appears relatively stable. Modest, but meaningful associations between PL and PF highlight the importance of early, holistic movement experiences that support not only physical development but also motivation, confidence, and understanding of physical activity. Future studies should investigate the parental influence on children's PL and PF.