The purpose of this study is to examine the relationship between the physical literacy levels of students aged 9–11 and their cognitive emotion regulation strategies, and to determine whether these variables differ according to demographic characteristics. Conducted using a correlational survey model, the study involved 459 elementary and middle school students (247 male, 212 female) attending schools in the Alanya district of Antalya province. The “Physical Literacy Scale for Children” and the “Cognitive Emotion Regulation Scale: Turkish Children’s Form” were used as data collection instruments. Pearson correlation analysis and simple regression analysis were applied to analyze the data. The study identified a positive, moderate, and significant relationship between physical literacy and cognitive emotion regulation (r=0.48, p0.01). Regression analysis results indicated that physical literacy explained 23.4% of the variance in cognitive emotion regulation. In conclusion, the study demonstrated that physical literacy is a significant predictor of cognitive emotion regulation strategies among students aged 9–11. It is recommended that comprehensive programs aimed at developing physical literacy be designed for the educational curriculum of students aged 9–11.
Özsaydı et al. (Thu,) studied this question.