The Relationship of Physical Literacy, Motivation, Cognitive Function, and Academic Performance Among Elementary School Children

Physical literacy could promote the development of confidence and motivation to engage in physical activity, reducing chronic health issues within the United States. This study examined physical literacy and its relationship with motivation, cognitive function, and academic performance among fourth and fifth graders. Participants completed the Physical Literacy Assessment for Youth – basic (PLAYbasic), Motives for Physical Activity Measure (MPAM) and Raven’s Colored Progressive Matrices (RCPM), which measured physical literacy, motivation to engage in physical activity, and cognitive function, respectively. Academic scores from the Mississippi Academic Assessment Program (MAAP) were collected to measure academic performance. Scores from these measures were collected and Pearson’s r, a point biserial test, and an independent samples t-test were employed to analyze the data. Results indicated a positive relationship between physical literacy and motivation, cognitive function, and academic performance within the sample. There was also a difference in physical literacy proficiency depending on whether participants were taught physical education by a certified physical education teacher or a general education teacher. Results indicated a greater average physical literacy score among the students taught by a certified physical education teacher. These findings demonstrate that fostering physical skill development in an appropriate environment positively affects physical literacy development which positively affects motivation, cognitive function, and academic performance.