Examining the relationship between self-reported physical literacy and performance-based motor skills in school-aged children

Introduction: Physical literacy encompasses the confidence, motivation and competence to engage in physical activity. While physical literacy is often self-reported, its relationship to actual motor skill performance remains unclear. This study explored the association between children’s self-perceived physical literacy and their objectively measured motor skills. Method: Twenty-eight neurotypical children aged 8–12 years completed two self-report measures of physical literacy: Physical Literacy Assessment for Youth Self and Physical Literacy for Children Questionnaire (PL-C Quest). Participants also completed the Bruininks-Oseretsky Test of Motor Proficiency – Second Edition (BOT-2). Spearman’s rho correlations were conducted to examine the relationships between the PLAYself, Physical Literacy for Children Questionnaire and Bruininks-Oseretsky Test of Motor Proficiency – Second Edition. Results: One statistically significant positive correlation was found between the Bruininks-Oseretsky Test of Motor Proficiency – Second Edition Body Coordination composite and the Physical Literacy Assessment for Youth Self Relative Rankings – Physical Literacy subscale ( ρ = 0.41, p < 0.05). No other significant correlations were identified between the Bruininks-Oseretsky Test of Motor Proficiency – Second Edition and either of the two physical literacy self-report tools. Conclusion: Most self-reported physical literacy scores were not significantly associated with motor skill performance, suggesting a minimal relationship overall. However, children with stronger coordination reported higher scores in movement and sport. Combining self-report and performance-based tools may provide a more holistic understanding of children’s physical literacy and occupational participation.