Assessing physical literacy domains in Polish children aged 8–12: results from a national cross-sectional study

Background Physical literacy (PL) has emerged as a key component of health promotion and physical education policies worldwide, recognised for fostering lifelong physical activity and holistic child development. Defined as the motivation, confidence, physical competence, knowledge, and understanding to value and engage in physical activity for life, PL is increasingly integrated into school curricula across Europe. Poland has lacked validated tools and national data to assess PL among school-aged children.Purpose This study aimed to assess the physical literacy levels of Polish children aged 8–12 using the newly adapted Polish Assessment of Physical Literacy (PAPL), based on the internationally recognised Canadian Assessment of Physical Literacy, second edition (CAPL-2). The study also examined age and gender differences and correlations between PL domains.Methods A large, geographically diverse sample of 1,780 primary school children (51.3% boys, 48.7% girls; M = 9.83, SD = 1.34) from schools across Poland participated in the assessment. The PAPL protocol assessed four domains: Physical Competence (via CAMSA, PACER, and plank hold), Daily Behaviour (wrist-worn activity tracker-measured step counts and self-reported MVPA), Motivation and Confidence (self-report scale), and Knowledge and Understanding (multiple-choice questions). All participants had parental consent and no medical contraindications.Findings The overall PL score averaged 65.0/100. However, age-related progress was minimal – only a 5.74-point increase between ages 8 and 12 – despite regular participation in physical education (PE). Boys scored significantly higher than girls in Physical Competence and Daily Behaviour, while girls slightly outperformed boys in Knowledge and Understanding. Lower Motivation and Confidence scores were observed among older age groups. Notably, no significant correlation was found between knowledge and daily activity in children under 12, consistent with developmental theories suggesting that cognitive understanding does not automatically translate into behavioural action in younger children.Conclusions This is the first large-scale study of PL in Polish children using a validated framework. The results may suggest areas for further investigation regarding PE curricula and learning environments to enhance motivation, address gender disparities, and integrate health knowledge in meaningful ways. The PAPL tool offers a platform for national monitoring, educational interventions, and future research.Impact statement This study provides the first large-scale evidence on physical literacy among Polish children, offering a reference point for research and practice. The findings highlight the need for integrated, developmentally sensitive physical education addressing all domains of physical literacy. The results may inform curriculum development, teacher education, national monitoring, while supporting international comparisons.