Sarah A Costigan, Carl D Ridgeway, Samantha Vlcek
Within the limited set of primary studies identified, motor competence and perceived physical competence showed positive longitudinal associations with subsequent PA; however, the overall evidence remains limited and heterogeneous, and direct longitudinal evidence for multidimensional physical literacy is insufficient. Conclusions should therefore be interpreted cautiously, particularly because no formal risk-of-bias assessment was undertaken.
INTRODUCTION: Physical literacy is increasingly recognized as a multidimensional construct that may contribute to lifelong physical activity (PA) and health. Understanding how childhood physical literacy relates to PA during adolescence is important given the well-documented decline in adolescent PA worldwide. This narrative review aimed to: (a) identify and critically appraise longitudinal studies examining associations between childhood physical literacy, or its constituent domains, and adolescent PA; (b) explore potential mechanisms and contextual factors influencing these relationships; and (c) identify gaps to inform future research, policy, and practice.
METHODS: A literature search was conducted across PubMed, Web of Science, SPORTDiscus, Scopus, and PsycINFO for peer-reviewed English-language articles published from 2000 onwards. Eligible primary studies included longitudinal cohort, prospective, or follow-up studies examining childhood physical literacy or recognized domains in relation to adolescent PA. Systematic reviews and meta-analyses were considered as secondary evidence where they contained relevant longitudinal findings. Findings were synthesized narratively.
RESULTS: Two primary longitudinal studies met the applied eligibility criteria. These studies examined motor competence and perceived physical competence, respectively, rather than multidimensional physical literacy. Associations with subsequent PA were positive but based on a very small and heterogeneous evidence base.
CONCLUSIONS: Within the limited set of primary studies identified, motor competence and perceived physical competence showed positive longitudinal associations with subsequent PA; however, the overall evidence remains limited and heterogeneous, and direct longitudinal evidence for multidimensional physical literacy is insufficient. Conclusions should therefore be interpreted cautiously, particularly because no formal risk-of-bias assessment was undertaken.