Physical Competence Research Articles

Influence of PE Teachers’ Competence on Students’ Physical Literacy

The study determined the predictive influence of PE teachers’ teaching competencies on students’ physical literacy. The measure of the PE teachers’ competencies was based on the TPACK framework. It has the following sub-variables: technological, content, pedagogical, technological content, technological pedagogical, and technological pedagogical and content competencies. On the other hand, student physical literacy was measured as the combination of motivation, knowledge, and physical competence. The survey showed that PE teachers’ have poor teaching competencies, and the students have poor physical literacy. Using multiple linear regression analysis, the researcher was able to establish the predictive influence of teaching competencies on student’ physical literacy. The result of the study has implications on the promotion of physical literacy among students. PE teachers’ teaching competencies must be a part of the conversation about students’ physical literacy. The schools must recognize the need to address the poor state of PE teachers’ competencies if they wish to bolster the promotion of physical literacy among students.

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Development of Learning Activities Using Layered Teaching Methods and Taekwondo Abilities of First-year Students at Luzhou Vocational and Technical College

Background and Aims: Taekwondo is a martial art that originated on the Korean Peninsula and has since spread across the country as a movement that emphasizes moral development and physical fitness. The "Healthy China 2030 Planning Outline" intends to support youth sports, guaranteeing young people's daily physical activity and competency in a variety of sports. Thus, this paper aims (1) To develop learning activities and the layered teaching method for the Taekwondo course. (2) To compare Taekwondo abilities using a layered teaching method between the pre-test and the post-test. And (3) To study the students’ satisfaction with the layered teaching method for the Taekwondo course. The sample group is 45 first-year students at Luzhou Vocational and Technical College. Methodology: The population is 3 classrooms of students, totaling 180 students with similar knowledge and abilities, and the first-year students at Luzhou Vocational and Technical College in the first semester of the academic year 2023. The sample group is 45 first-year students at Luzhou Vocational and Technical College, in the first semester of the academic year 2023, obtained from the cluster sampling technique. Results: The results of the study were as follows;1) The development of layered teaching methods for the Taekwondo course has an average suitability value for all plans equal to 4.23, which is at a high level. (2) Students who studied using the layered teaching method for the Taekwondo course had higher Taekwondo abilities post-test than pre-test at a statistical significance of.05, and (3) Students who learned using the layered teaching method for the Taekwondo course had overall satisfaction at a very high level. Conclusion: The Taekwondo course's layered teaching approach proved to be very effective, greatly enhancing students' post-test performance and resulting in extremely high levels of overall student satisfaction. This technique successfully raises student engagement in Taekwondo as well as skill acquisition.

Health-preserving physical culture and wellness competences as an important condition for ensuring and spreading a high level of public health (methodological aspects)

WHO indicates that the purpose of actions aimed at strengthening public health protection is to ensure conditions under which people can remain healthy, able to strengthen health and well-being, and prevent deterioration of health. However, in the basic documents, there is no place for health-preserving physical culture and health-improving competencies of a person in the system of general efforts. The aim of the work is to reveal the need and place of health-preserving physical culture and wellness competencies of a person as a condition for ensuring and spreading a high level of public health in Ukraine. Material and methods. The study was organized at the Dnipro State Academy of Physical Culture and Sports, the Ukrainian State University of Science and Technology, the National Technical University “Dnipro Polytechnic” (all in Dnipro) and the Zaporizhzhia State Medical and Pharmaceutical University. The used methods of theoretical research were: study and generalization of data from domestic and foreign official and literary sources, as well as abstraction, analysis and synthesis, induction and deduction. Results. Conceptual principles and didactic technology of physical education of a non-professional physical education (NpPhE), with an emphasis on strengthening the general cultural component of the educational component “Physical education” in higher education, aimed at eliminating existing shortcomings. Provided with pedagogical technology, NpPhE contributes to the formation of the building blocks of one’s own health. And the system of effective pedagogical mechanisms of NpPhE is significantly different from the provision of information about health, which is the subject of modern valeology. In this context, the development of conceptual directions of creative valeology is relevant, as a means of supporting a person’s creativity in a safe effect on health. Namely, the formation in institutions of higher education of the builders of their own health. Conclusions. A system of pedagogical mechanisms is proposed, which is significantly different from just providing information about human health as a benefit/harm of influences and actions, which is what valeology is focused on. This is a prerequisite for the formation and development of creative concepts of modern valeology based on the improvement of cultural and practical components of the educational component “Physical education” in the conditions of a higher education institution for specialists who take care of building their own health from specialties related to civilians. In conditions where the majority of their graduates are engaged not in physical, but intellectual work, the further implementation of approaches related to professional-applied physical training for professional activities is something that it is time to abandon.

INFLUENCE OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN TEACHING PHYSICS ON STUDENT COMPETENCES IN PUBLIC DAY LOWER SECONDARY SCHOOL IN RWANDA A CASE OF KICUKIRO DISTRICT

The adoptions of ICT tools in education have gained significant attention globally due to their potential to enhance teaching and learning experiences. This study aims to examine the influence of ICT tools in teaching Physics on student competence in public day schools in Kicukiro District, Rwanda. The study has three specific objectives which are to assess the influence of multimedia on students competences in Physics in lower secondary schools of Kicukiro district, to evaluate the influence of computer based simulation on students competences in Physics in public lower secondary schools in Kicukiro district and to determine the influence of virtual experiment on students competence in Physics on lower public secondary school of Kicukiro district. The finding of this study was offered insight to teachers, school administrators, education policies makers and ICT industry for working better in globalized digital age. The study was also provided valuable insights for policymakers and educators to enhance the teaching and learning of Physics in public schools through the effective use of ICT tools. The selection of participants for this study were employed various methods including both simple random and purposive sampling techniques. The study gathered data through questionnaire with Likert scale statements and interview guide. Specifically, thequestionnaire were made for students while interview guides were designed for head teacher and teachers of Physics. The studys population was 11994 people consist of 26 head teachers, 38 teachers of Physics and 11930 Students from all of the Kicukiro Districts lower public secondary school. The study utilized descriptive survey design to analyses data and examines relationship between ICT tool and student competence. A sample size of 387were chosen by using Yamane formula. The selection of participants for this study were employed various methods including both simple random for 387 students and purposive sampling techniques for 24 head teachers and 34 teachers of Physics. The analysis procedure involved the use of descriptive statistics. Each item from questionnaire and interview were systematically categorized.Theresultsshowedthatthereisastatisticallysignificantrelationship(r=.865, p < .01) between use of multimedia and conceptual understanding and retention of knowledge in public lower secondary schoolsofKicukiro District. Furthermore, according to the findings, there is a strong positivecorrelation (r = .802, p < .01) between simulation and engagement in learning experiences. Finally, the results indicate that there is a moderate to strong positive correlation(r = .735, p < .01) use of virtual experiment and improved score in examination. The findings revealed that simulation and multimedia were prevalent with high participation rate among students. Researcher recommend several key included student to utilize simulation and multimedia as new tools especially STEM will enhance engagement and a standardized evaluation framework based on the discoveries that every student felt that ICT tools improved their competence in Physics. This framework would enable a systematic assessment of the impact of utilize ICT tools in teaching. Based on findings that students highly valued their using ICT tools and perceived them as beneficial, organizing a national curriculum can further incentivize schools to invest in high-quality program.

Adaptive Sport and Recreational Therapy: A Scoping Review to Explore Practices for the Profession

Adaptive sports provide athletes with disabilities with independent engagement while increasing their physical health and skill-building abilities. Recreational therapy prides itself as the primary discipline implementing adaptive sports for individuals with disabilities, yet efficacy needs to be determined. A scoping review was conducted using recreational therapy/therapeutic recreation online journals, and standardized checklists with predefined criteria to extract details on study design, procedures, outcomes, and study quality. Data were analyzed by three researchers using a structured, blinded review. Four themes emerged about recreational therapy services and adaptive sports: Fostering positive athlete outcomes, the importance of including both components of physical health and skill competency, social benefits for athletes, and facilitation considerations for adaptive sports within recreational therapy services. Findings warrant additional research on adaptive sports and recreational therapy services and recommendations for practice are discussed, such as establishing best practice guidelines for this specialty area.

Physical activity-related health competence among adults—findings of the population-wide “German Health Update” study (GEDA 2023)

Physical activity-related health competence among adults—findings of the population-wide “German Health Update” study (GEDA 2023)

The construction of a physical literacy assessment index system for junior high school students: a Chinese study

In recent years, the internalisation of education in China has led to an increase in the prevalence of a highly competitive, test-focused approach to learning. This has had a detrimental impact on the physical health and wellbeing of children and adolescents in China, resulting in a concerning lack of physical literacy among junior high school students. Accordingly, the objective of this study is to construct an evaluation index system for physical literacy in junior high school students with Chinese characteristics, quantify the relative importance of each domain, and provide a framework for students to assess and self-evaluate the sustainable development of their physical literacy. The indicator system was modelled on CAPL-2, and valid indicators were extracted from the literature. A pre-selected indicator system for physical literacy in junior high school students was constructed through three rounds of Delphi expert questionnaire surveys (48 questionnaires were distributed in total). A total of 16 experts participated in all three rounds of the surveys until a consensus was reached on the indicators, resulting in the establishment of a hierarchical analysis-based theoretical model. This was developed using the experts’ opinions and determined the items to be subdomains and weights. The AHP was employed to ascertain the relative importance of the subdomains and items within the assessment system. The index weight scores of the Chinese junior high school students’ physical literacy assessment index system are aligned with the core tenet of the physical literacy concept, comprising four primary indicators, eight secondary indicators, and 26 tertiary indicators. The weights of the physical literacy evaluation indexes for junior high school students in China were calculated using the AHP to establish a progressive hierarchical model and the consistency test. The primary indicators were found to be in the following order of importance: Physical Competence (29.82%) > Motivation and Confidence (29.64%) > Knowledge and Understanding (20.27%) = Daily Behavior (20.27%). The system is an effective means of evaluating the impact of physical activity and health promotion among junior high school students, and it effectively addresses the needs of this age group in these areas. It provides a comprehensive assessment of the effects of physical activity and health promotion among junior high school students, and it offers a scientific foundation for the development of precise and individualized physical activity and health promotion programs.

Health-Related Field-Based Fitness Tests: Normative Values for Italian Primary School Children.

Background/Objectives: conducting fitness tests in educational settings can lead to advantages for both individuals and groups, beyond just enhancing fitness. With the aim of appropriately interpreting performance, this study was conducted to establish sex- and age-specific percentile normative data for a physical fitness (PF) protocol and to define a compound measure of physical performance. Methods: In this cross-sectional study, a short, feasible, and easy-to-administer test battery was performed for 5106 school children, aged 6-10 years. Gender- and age-specific percentiles for the PF tests were constructed, and a Physical Fitness-Motor Competence Performance Index (PF-MC PI) was calculated according to the percentiles. Results: Boys scored higher in all the PF tests when compared to girls (p < 0.001). There was also a trend towards increased PF levels as the age increased in both genders (p < 0.0001). Correlations between scores on individual test items were moderate to high (r from 0.549 to 0.700), and all individual test item scores significantly correlated with the PF-MC PI (p < 0.0001). Conclusions: the provided percentile values will enable the correct interpretation and monitoring of the fitness status of children and the PF-MC PI can be used for easily rating children's health-related fitness qualities.

Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents

This study conducts a systematic literature review and meta-analysis on physical literacy, with a focus on gender comparisons among school-aged children and adolescents. Physical literacy (PL) is a multidimensional concept involving social and environmental interaction, knowledge and understanding, motivation and confidence, as well as physical competence. The aim of this study is to evaluate the impact of interventions on these domains and to examine the existing gender gap. The methods employed include a Systematic Literature Review (SLR) and meta-analysis, with data sourced from the Scopus and PubMed databases. The analysis was performed using fixed and random effects models, with publication bias evaluated through Funnel plot, Rank Correlation Test, and Egger's Test. The results indicate that PL interventions have significant effects on several domains with gender-based differences. The social and environmental interaction domain showed no overall significant effect, whereas the knowledge and understanding, and motivation and confidence domains exhibited small but significant effects, with females tending to demonstrate better outcomes. The physical competence domain showed a moderate and significant influence, with males showing greater improvement. The overall physical literacy domain exhibited a significant positive effect, emphasizing the importance of a holistic approach in PL interventions. These findings provide evidence-based recommendations for more inclusive physical education practices and school policies, and help address the gender gap in the development of physical literacy. Keywords: Physical literacy, gender, children and adolescents, domains, potential development

Psychometric Properties of the PLAYself in a Cohort of Secondary School Student-Athletes.

Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding, enabling individuals to value and take responsibility for engagement in physical activities for life. While tools exist to measure physical literacy in most populations, the psychometric properties of the Physical Literacy Assessment for Youth (PLAY) tool in an older adolescent age group are currently unknown. The purpose of this work was to determine the psychometric properties of the PLAY tool, specifically the PLAYself, in an older adolescent age group (~14-18 years). One hundred and fifty-one secondary school in-season student-athletes completed the PLAYself, with construct validity assessed using an Exploratory Factor Analysis (EFA). Results from the EFA yielded a 7-factor model across the three subsections (environment, physical literacy self-description, relative rankings of literacies) of the PLAYself, all with acceptable levels of internal consistency. The PLAYself produced acceptable estimates for construct validity and reliability, making it a useful tool for measuring physical literacy in secondary school student-athletes.

Factors influencing sedentary behavior and its impact on early childhood psychomotor skills

Sedentary behavior can negatively impact motor and cognitive coordination in early childhood. This study explores the factors that influence sedentary behavior on early childhood psychomotor development. This research method uses a quantitative approach with a survey design and involves a sample of 400 early childhood education teachers. Data were collected through questionnaires distributed using Google Forms. Data analysis was carried out using descriptive and inferential statistics with the Partial Least Square (PLS) approach. The results of the analysis show that the factors of physical activity (β = -0.222), parental digital understanding (β = -0.109), physical activity support facilities (β = -0.080), parental involvement (β = -0.094), teacher competence (β = -0.128), and teacher digital competence (β = -0.235) have a negative correlation with sedentary behavior of early childhood, which means that the higher the factor, the lower the sedentary behavior. Sedentary behavior negatively affects motor coordination (β = -0.552) and child psychology (β = -0.545) increasing the risk of psychological problems such as anxiety and depression. Meanwhile, early childhood characteristics and technology did not have a major influence on early childhood sedentary behavior. The importance of awareness of sedentary behavior requires the creation of a physical activity program for children that involves parents. Keywords: sedentary behavior, psychomotor development, early childhood, early childhood education.

Understanding the social and emotional domains of physical literacy in post‐secondary education: A scoping review

AbstractWhile a variety of definitions persist, a common definition of physical literacy is that it encompasses the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities over the lifespan. While this perspective to physical literacy is broad, a great deal of curricular outcomes still focus on the physical competence, knowledge and understanding aspects of the framework leaving a gap in the holistic nature of the construct. This scoping review explores the construct of physical literacy within post‐secondary education, focusing on how social and emotional dimensions are integrated in teaching, delivery and assessment. This scoping review followed PRISMA‐ScR guidelines. Five online databases were used to identify papers published that used physical literacy in combination with post‐secondary as the educational setting with a focus on curriculum. The findings underscore a substantial gap in the literature. It was identified that the physical aspects of physical literacy were predominant with limited attention to the social and emotional domains. The gap implies that the comprehensive construct of physical literacy, which encompasses non‐physical facets, is often omitted in post‐secondary curricula. The review highlights an unexplored opportunity for post‐secondary institutions to intentionally construct more comprehensive physical literacy programmes. By incorporating social and emotional dimensions into these programmes, students gain a more holistic understanding of physical literacy. Subsequent research can delve into effective integration strategies and the potential benefits of such an approach.

On the Importance of Extracurricular Physical Education Activities in the Physical Education of Students of Higher Education Institutions

The article presents material on the organization of extracurricular activities in physical education at a higher educational institution. The relevance of this topic is due to structural and substantive changes in undergraduate educational programs and work programs in physical education, which have led to an increasing role of extracurricular activities in the formation of student's physical culture competence. This circumstance requires consideration of issues of planning, organization and methodological support of this type of pedagogical activity. The purpose of the study is to identify the organizational and educational aspects of student sports and wellness activities conducted in their free time from study at the university. As an example of the organization of extracurricular work carried out by teachers of the Department of Physical Culture and Sports, a number of physical culture and recreation and sports events held at the Omsk State Agrarian University named after P. A. Stolypin are proposed. The analysis and generalization of pedagogical experience in the higher education system, data from literary sources on the problems of physical education of students allowed us to make practical recommendations on the basics of planning, goal-setting and organizational features of extracurricular activities in physical culture. The possibility of increasing the effectiveness of this activity is emphasized due to the uniform distribution of activities throughout the academic year, attracting students with different levels of physical, sports and technical readiness and motivation in the field of physical culture and sports to participate. In addition to the calendar plan, the organizers for each event must define a goal, develop a program, create a festive atmosphere, ensure the safety of spectators and participants, and create conditions for informational coverage of the planned event.

"The effect of a training program with a variety of resistance methods on the level of physical and physiological competence and the Record level of lifeguards"

"The effect of a training program with a variety of resistance methods on the level of physical and physiological competence and the Record level of lifeguards"

Structural and functional models to formate natural and scientific competence in future physics teachers as the basis of fundamental training

Structural and functional models to formate natural and scientific competence in future physics teachers as the basis of fundamental training

Perceptions Matter! Active Physical Recreation Participation of Children with High and Low Actual and Perceived Physical Competence.

Emerging evidence suggests that the accuracy of a child's perceived physical competence (PPC) impacts participation in physical activity. We examined differences in active physical recreation (APR) participation based on clusters of high and low motor competence and perceptions from grades 3-5. Participants were a longitudinal sample (n = 155; 85 girls) of grade three, four, and five children. Fundamental motor skills (FMSs) were assessed using the TGMD-2, perceptions were assessed using the Self-Perception Profile for Children, and APR was measured using the Children's Assessment of Participation and Enjoyment. K-means cluster analysis was used to create four clusters per grade based on participants' FMSs and PPC z-scores. Differences in FMSs, PPC, and APR with cluster group as a factor were examined using a series of factorial ANOVAs. In each grade, participants in the high-high cluster participated in significantly more APR than those in the low-low cluster (p = 0.002 in grades three and four; p < 0.001 in grade five). Among the less accurate clusters (e.g., low FMSs with high PPC) was a trend toward positive FMSs growth among the children with higher perceptions. Results show that combinations of FMSs and PPC influence patterns of engagement or disengagement in active physical recreation persistently across middle childhood.

Exploring the Relationship between Fundamental Movement Skills and Health-Related Fitness among First and Second Graders in Korea: Implications for Healthy Childhood Development.

This study investigated the relationship between fundamental movement skills (FMSs) and health-related fitness (HRF) among first and second graders in South Korean elementary schools. It aimed to provide foundational data for developing physical education programs tailored to the motor development stages and fitness levels of younger elementary school students. This study utilized secondary data from the physical activity competence evaluation conducted by the Health Physical Activity Institute (HPAI). In October 2023, the HPAI evaluated the fundamental movement skills (jumping, running, hopping, static balance, dynamic balance, overhand throwing, and kicking) and health-related fitness (muscular strength, cardiorespiratory endurance, and flexibility) of 291 first and second-grade students. The collected data were analyzed through frequency and multiple regression analyses performed using SPSS software. The results revealed that higher scores in jumping and hopping are associated with greater muscular strength, cardiorespiratory endurance, and flexibility. Running had no significant effect on HRF elements. Higher scores in static balance (i.e., that used in single-leg stance) were associated with increased muscular strength, cardiorespiratory endurance, and flexibility, but dynamic balance (balance beam walking) did not have a significant effect. Higher scores in overhand throwing were associated with greater muscular strength and cardiorespiratory endurance, but kicking did not show a significant association. Overall, these findings emphasize the importance of prioritizing jumping and static balance in physical education for the well-rounded health development of first and second graders. Based on the results derived from this study, it is expected to serve as a theoretical basis for including "jumping" and "static balance" in the first and second grade curriculum of elementary schools, thereby providing essential guidance.

Evaluating the Structural and Construct Validity of the Pain Understanding and Confidence Questionnaire for Assessing Physical Therapists' Pain Management Competence: A Cross-Sectional Study.

Background The Pain Understanding and Confidence Questionnaire (PUnCQ) comprises two parts: the first assesses clinical judgments based on contemporary pain knowledge, and the second consists of items querying confidence in pain management for the presented vignette. In contrast to existing measures, PUnCQ can evaluate a therapist's capacity to make appropriate clinical decisions within a specific vignette. Thus, PUnCQ may be a promising measure to assess the clinical competence of physical therapists in pain management. This study evaluated the structural and construct validity of PUnCQ. Methodology Eligible participants were two cohorts of physical therapists managing patients with pain. PUnCQ and Knowledge and Attitudes of Pain (KNAP) data were collected using an anonymous survey. Confirmatory factor analysis was conducted for both parts of the PUnCQ, and an exploratory factor analysis was conducted when multidimensionality was suspected. Construct validity was assessed with the hypothesis that Pearson's r values to KNAP scores, indicating knowledge about modern pain science and biopsychosocial attitudes toward pain, were expected to be 0.3-0.5 in part one and >0.5 in part two. Results Data from 112 participants were analyzed. PUnCQ part one fully satisfied the predetermined criteria for unidimensionality, but part two did not. Exploratory factor analysis for part two revealed a two-factor structure: a 14-item Factor 1 labeled "pain management" and a seven-item Factor 2 labeled "medication guidance and pain mechanism," while Cronbach's alpha was 0.98 across all items. Statistically significant correlations were detected with the KNAP in each part of the PUnCQ (r = 0.26 in part one and r = 0.41 in part two). Conclusion PUnCQ has structural validity and an aspect of construct validity.

Understanding the physical literacy development of 8- to 12-year-old children living with chronic medical conditions: A comprehensive, mixed methods inquiry.

Physical literacy is a concept used to describe the combined physical, affective and cognitive capacities facilitating an active lifestyle. Physical activity participation is essential for children living with chronic medical conditions, but knowledge of physical literacy among this group is scarce. An explanatory, sequential mixed methods design was used to comprehensively describe the physical literacies of children with chronic medical conditions (CMCs). Participants were recruited from paediatric cardiology, respirology/cystic fibrosis, neurology, haematology and endocrinology outpatient clinics. All participants completed the Canadian Assessment of Physical Literacy (2nd Edition), and those with higher and lower scores were invited to a semi-structured interview. A deductive-inductive thematic analysis was applied using Margaret Whitehead's conceptualization of physical literacy. Using normative strata, 80.0% of the 99 children assessed (mean age = 9.97 ± 1.3years, 48% girls) were considered beginning or progressing in their overall physical literacy (mean score = 56.5 ± 13.8/100). Meanwhile, physical literacy informed participants' approach to new, active experiences and may have contributed to a strong sense of self. There was a significant difference between endocrinology and haematology patients on total physical literacy score (p = 0.03) but not domain scores. Participants scored high on motivation/confidence (mean = 22.9 ± 5.0/30) but obtained low physical competence (mean = 11.8 ± 5.6/30) and daily behaviour scores (n = 72, mean = 15.5 ± 7.1/30). Main themes represent salient experiences of children with CMCs within the domains of physical literacy, including their need to evaluate active contexts, self-regulate activity intensity and manage physical limitations. Children with CMCs can achieve recommended levels of physical literacy without meeting normative standards for physical competence. Participants would benefit from a physical literacy intervention that targets the development of bodily self-regulation skills and risk evaluation in active settings.