Peer-reviewed article
Longitudinal Associations Between Early Physical Literacy and Physical Activity During Adolescence: A Narrative Review.
Costigan SA, Ridgeway CD, Vlcek S ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This narrative review examined whether physical literacy in childhood is associated with physical activity levels during adolescence. The authors searched for longitudinal studies published since 2000 but found only two studies that met their criteria, both examining specific aspects of physical literacy rather than the full construct. The limited evidence suggests that motor competence and perceived physical competence in childhood are positively linked to later physical activity, but the evidence base is too small and inconsistent to draw firm conclusions.
Key points
- Only two primary longitudinal studies met eligibility criteria for examining childhood physical literacy and adolescent physical activity
- Studies examined motor competence and perceived physical competence rather than multidimensional physical literacy
- Positive but heterogeneous associations were found between these childhood factors and subsequent physical activity
- Direct longitudinal evidence for multidimensional physical literacy is insufficient
- No formal risk-of-bias assessment was undertaken in this review
Limitations
This is a narrative review of an extremely limited evidence base with only two qualifying studies, so findings cannot be generalized. The review does not assess the quality of included studies and acknowledges that conclusions should be interpreted cautiously.
Abstract
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.