Class Physical and Motor Literacy in Children and Young People

The CU of Physical and Motor Literacy in Children and Youth is part of the field of Sport Sciences and Physical Education, with its scope of action centred on human development, health promotion, and pedagogical intervention in school and community contexts. Its focus is on the understanding, assessment, and promotion of fundamental motor skills, as well as on the creation of learning environments that foster physical literacy as an essential condition for the adoption of active and sustainable lifestyles. Its relevance within the study cycle lies in being a core foundation for the training of future Physical Education professionals, providing knowledge, practical tools, and experiences that enable qualified intervention with children and young people in diverse educational contexts.

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1. Conceptual framework of physical literacy 1.1 Definition, evolution, and key dimensions 2. Models and perspectives of physical literacy 2.1 Physical literacy associated with health, motor competence, and personal experience, within a holistic perspective 3. Motor development in childhood and adolescence 3.1 Stages of motor development 3.2 Development of fundamental motor skills 4. Factors influencing physical literacy 4.1 Growth, maturation, and gender differences 4.2 The role of family, school, and community 4.3 Barriers and opportunities for practice 5. Assessment of physical literacy 5.1 Principles, relevance, and assessment instruments/protocols 5.2 Methods of observation and recording 6. Strategies for promoting physical literacy 6.1 Pedagogical practices, the role of play, and diverse experiences in different contexts 7. Physical literacy and health 7.1 Relationship with physical activity, sedentary behaviour, body composition, and active lifestyles in children and adolescents

The CU combines theoretical (lecture-based) and theoretical-practical classes, privileging methodologies close to professional practice. Continuous assessment: two group assignments (observation/evaluation and a physical literacy promotion plan) – 35%; critical analysis of scientific articles – 25%; and a written test – 40%. Grades below 9.5 out of 20 are considered insufficient. A minimum attendance of 70% of the total classes is mandatory. Final exam (resit): written exam (100%).

Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical literacy, physical activity and health: Toward an evidence-informed conceptual model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3 Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., & Jones, A. M. (2017). Definitions, foundations and associations of physical literacy: A systematic review. Sports Medicine, 47(1), 113–126. https://doi.org/10.1007/s40279-016-0560-7 García-Hermoso, Antonio (Ed.). Promotion of physical activity and health in the school setting. Springer, 2024. Jean de Dieu, H., & Zhou, K. (2021). Physical literacy assessment tools: a systematic literature review for why, what, who, and how. International Journal of Environmental Research and Public Health, 18(15), 7954. Whitehead, M. (2010). Physical literacy: Throughout the lifecourse. Routledge.