Individual and environmental correlates of physical literacy sub-components in early childhood

This study examined individual and environmental correlates of physical literacy sub-components among preschool-aged children (3-5 years). This cross-sectional study utilized baseline data from the PLAYshop intervention. Participants were 122 families from Alberta and British Columbia, Canada. Informed by Dynamical Systems Theory, individual (children's age, sex, race/ethnicity) and environmental (parental education, physical activity modelling, capability, opportunity, motivation) correlates were measured via a parental questionnaire. Five fundamental movement skills (FMS; horizontal jump, hop, overhand throw, underhand throw, balance) were assessed via recorded virtual meetings using the Test of Gross Motor Development (TGMD-3) and the Movement Assessment Battery for Children (MABC-2). Children's motivation/enjoyment/confidence of active play was parental-reported using the Preschool Physical Literacy Assessment Tool (Pre-PLAy) and children's enjoyment was self-reported via an adapted Five Degrees of Happiness Likert scale. Regression models were conducted. Children's age was a significant positive correlate of all FMS. Females had significantly lower scores for overhand throw, underhand throw, and parental-reported children's motivation, compared to males. Higher parental capability was associated with higher balance scores. Higher parental education was associated with lower children's self-reported enjoyment. Findings for race/ethnicity were mixed. Future research should explore additional correlates across settings and physical literacy sub-components to better inform physical literacy interventions.