Physical literacy as a predictor of child mental health : a longitudinal analysis
department or school: Education, Faculty of
department or school: Kinesiology, School of
data provider: DSpace
degree campus: UBCV
creator: Pascoal, Alexis
issued: 2025-10-10T16:10:11Z
issued: 2025
related degree: Master of Science - MSc
degree grantor: University of British Columbia
description: 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 (PA) and mental health. To assess these relationships, a longitudinal cohort study design was utilized in elementary schools in West Vancouver. The purpose of this study was to assess whether PL 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. PL was measured using a composite score, which was assessed using the Sport for Life PLAYfun and PLAYself tools. MVPA was captured with 7-day accelerometry, and parent-reported mental health was assessed with the Strengths and Difficulties Questionnaire (SDQ). The primary research question examined the direct relationship between the PL Composite score and mental health, independent of PA. A second exploratory question investigated the relationship between mental health and the PLAYfun and PLAYself tools independently. Missing data were addressed through multiple imputation. Blocked multiple regression models were used to predict SDQ outcomes across all time intervals. 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. 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). Overall, there was a weak but significant relationship between PL and mental health outcomes, independent of MV…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/92526
note: PHYSICAL LITERACY AS A PREDICTOR OF CHILD MENTAL HEALTH: A LONGITUDINAL ANALYSIS by Alexis Pascoal B.Sc., Queen’s University, 2022 B.Ed., Queen’s University, 2023 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Kinesiology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2025 © Alexis Pascoal, 2025 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Physical Literacy as a Predictor of Child Mental Health: A Longitudinal Analysis submitted by Alexis Pascoal in partial fulfilment of the requirements for the degree of Master of Science in Kinesiology Examining Committee: Dr. Guy Faulkner, Professor, Kinesiology, UBC Supervisor Dr. Mark Beauchamp, Professor, Kinesiology, UBC Supervisory Committee Member Dr. Louise Mâsse, Professor, Population and Public Health, UBC Supervisory Committee Member iii 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 (PA) and mental health. To assess these relationships, a longitudinal cohort study design was utilized in elementary schools in West Vancouver. The purpose of this study was to assess whether PL 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. PL was measured using a composite score, which was assessed using the Sport for Life PLAYfun and PLAYself tools. MVPA was captured with 7-day accelerometry, and parent-reported mental health was assessed with the Strengths and Difficulties Questionnaire (SDQ). The primary research question examined the dir…
has type: Thesis/Dissertation
date issued: 2025-11
is shown at: 10.14288/1.0450357
language: eng
degree discipline: Kinesiology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Faulkner, Guy E. J., 1970-
type: Text
identifier URI: http://hdl.handle.net/2429/92526