The social pillar of physical literacy: A domain-specific mediation analysis between motor competence and physical activity in adolescents.

IF 1.8 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2026-09-30 DOI:10.1111/bjdp.70071

Víctor Manuel Valle-Muñoz, Manuel Ávila-García, Francisco David López-Centeno, José Manuel Segura-Díaz, Emilio Villa-González

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Abstract

Motor competence (MC) and physical literacy (PL) are associated with physical activity (PA) during adolescence, but the processes underlying this relationship remain unclear. This cross-sectional study examined whether perceived PL was associated with the relationship between MC and PA and whether this indirect association differed by sex. A total of 273 Spanish adolescents aged 12-17 years (46.9% girls) participated. MC was assessed using the Bruininks-Oseretsky Test of Motor Proficiency Short Form, PA using the Youth Activity Profile and perceived PL using the Spanish Physical Literacy Perception Instrument. Analyses adjusted for biological maturation, body mass index and socioeconomic status indicated a significant indirect association between MC and PA through perceived PL, whereas the direct association was not significant after adjustment. Only the social domain of perceived PL showed a significant indirect association, with no evidence of sex differences.

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体育素养的社会支柱：青少年运动能力与体育活动的领域中介分析。

运动能力（MC）和身体素养（PL）与青少年时期的身体活动（PA）有关，但这种关系背后的过程尚不清楚。这项横断面研究考察了感知PL是否与MC和PA之间的关系有关，以及这种间接联系是否因性别而异。共有273名12-17岁的西班牙青少年（46.9%为女孩）参与了调查。MC采用Bruininks-Oseretsky运动能力简短形式测验，PA采用青少年活动概况，感知PL采用西班牙体育素养感知工具。调整了生理成熟度、体重指数和社会经济地位的分析表明，MC和PA之间通过感知PL存在显著的间接关联，而调整后的直接关联不显著。只有感知PL的社会领域显示出显著的间接关联，没有性别差异的证据。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;