Title: A Longitudinal Exploration of Physical Literacy and Child Mental Health
Supervisor: Guy Faulkner
Committee members: Mark Beauchamp, Louise Mâsse
Abstract: This study proposes a longitudinal examination of the relationship between physical literacy and mental health in children. Recognizing physical literacy as a multidimensional construct that includes fundamental motor skills, confidence, motivation, knowledge, and understanding, this research aims to assess whether changes in physical literacy are associated with positive mental health outcomes in children over three timepoints, independent of their physical activity measured by accelerometry. Using the Physical Literacy Assessment for Youth (PLAY) tools and the Strengths and Difficulties Questionnaire (SDQ) to evaluate physical literacy and mental health, I hypothesize that increases in physical literacy will be associated with improved mental health over time, while considering that physical activity may contribute to some of the variance in this relationship. These findings have the potential to inform public health and education policies, highlighting physical literacy as a foundational element in promoting mental well-being during childhood.