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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 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 MVPA. The exploratory findings suggest a stronger relationship between fundamental movement skills and mental health. These findings may suggest that fostering physical competence and skill development in schools may support children’s mental health.