Title: Physical Literacy as a Predictor of Child Mental Health: A Longitudinal Analysis
Thesis Supervisor: Dr. Guy Faulkner
Committee members: Dr. Mark Beauchamp, Dr. Louise Mâsse
Chair: Dr. Cameron Mitchell
Abstract: Physical literacy (PL) is a multidimensional construct that encompasses fundamental movement skills, confidence, motivation, and knowledge and understanding, and may be an important determinant of children’s participation in physical activity and mental health. To examine these relationships, this study employed a longitudinal cohort study design in elementary schools in West Vancouver to determine associations between physical literacy, physical activity, and mental health. Building on recent literature suggesting a direct relationship between physical literacy and mental health, the purpose of this study was to assess whether physical literacy predicted mental health outcomes in children at three time intervals over two years (2022-2024), independent of physical activity.
Data were collected initially from 358 children (Grades 2–3) across 14 elementary schools in West Vancouver, Canada. PL was measured using a composite score, which was assessed using the Sport for Life PLAYfun (a measurement of fundamental movement skills) and PLAYself (a measurement of self-perceptions and attitudes towards physical activity) tools. MVPA was captured with 7-day accelerometry, and parent-reported mental health was assessed with the Strengths and Difficulties Questionnaire. The primary research question examined the direct relationship between physical literacy (operationalized by PL Composite score) and mental health, independent of physical activity. A second exploratory question investigated the relationship between mental health and the PLAYfun and PLAYself tools independently, using a separate model. Missing data were addressed through multiple imputation. Blocked multiple regression models were used to predict SDQ outcomes across all time intervals (T1 to T2, T2 to T3, and T1 to T3). Block 1 included gender and prior SDQ score, block 2 predictors included either the PL composite score, or the PLAYfun and PLAYself score, and block 3 included their average MVPA.
Across all models, prior SDQ scores were consistently the strongest predictors (all p<0.001). PL Composite scores significantly predicted lower internalizing scores (B = -0.54, p = 0.05), and total difficulties (B = -0.84, p = 0.05) between T2–T3. When explored separately, PLAYfun scores significantly predicted lower with internalizing symptoms at both T1–T2 (B = -0.061, p = 0.015) and T2–T3 (B = -0.11, p = 0.009), externalizing behaviour from T2–T3 (B = -0.098, p = 0.043), and total difficulties from T1–T2 (B = -0.087, p = 0.037), and T2–T3 (B = -0.21, p = 0.017). Gender was only a significant predictor of internalizing behaviour at T1-T2 (B = -0.52, p = 0.02), but not in any other models.
Among most models, there was a weak but significant relationship between physical
literacy and mental health outcomes (specifically internalizing and externalizing behaviour, and total difficulties), independent of MVPA. Importantly, the exploratory findings suggest a stronger relationship between fundamental movement skills and mental health outcomes. Although the descriptive variance reported was very small, these findings may suggest that fostering physical competence and skill development in schools may support children’s mental health.