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Over the past two decades, the concept of physical literacy (PL) has gained increasing attention across research and policy domains. Grounded in holistic and embodied theoretical frameworks, PL encompasses physical, affective, cognitive, and social dimensions that underpin lifelong engagement in movement. Global policy frameworks, including the World Health Organization’s Global Action Plan on Physical Activity (2018–2030) and UNESCO’s Guidelines for Quality Physical Education, highlight PL as a foundation for health and wellbeing. Despite this recognition, research examining the associations among PL, physical activity (PA), and mental health in Mediterranean contexts remains scarce. This study examined the interrelationships among perceived PL, PA, and MH in a sample of 542 Cypriot children and adolescents aged 6–18 years. Participants completed the Perceived Physical Literacy Instrument (PPLI), the Physical Activity Questionnaire for Older Children (PAQ-C), and the Depression, Anxiety, and Stress Scale (DASS-21). Structural Equation Modelling (SEM) was used to test direct and indirect effects, and multi-group analyses explored measurement and structural invariance across gender and age. Results indicated that higher perceived PL was associated with better MH, both directly and indirectly through increased PA. Boys and younger participants reported higher PA levels, whereas adolescents displayed higher symptoms of depression, anxiety, and stress. However, the structural relationships among PL, PA, and mental health were consistent across genders. The findings highlight the role of PL as a multidimensional determinant of youth wellbeing and underscore the importance of promoting physical literacy aligned behaviours from early childhood within educational and community settings.
Christodoulides et al. (Thu,) studied this question.