Sociodemographic correlates of perceived physical literacy in Spanish adolescents: results from the EHDLA study

TL;DR

This study found that gender, socioeconomic status, and maternal education are linked to how Spanish adolescents perceive their physical literacy.

Contribution

The study identifies specific sociodemographic factors influencing perceived physical literacy in Spanish adolescents.

Findings

Girls had lower perceived physical literacy compared to boys.

Higher socioeconomic status and maternal education were associated with higher perceived physical literacy.

Factors like immigrant status and family structure did not significantly affect perceived physical literacy.

Abstract

Perceived physical literacy (PPL) is a crucial factor influencing adolescents’ engagement in physical activity and overall well-being. This study tried to determine the sociodemographic correlates of PPL among adolescents in Spain.

A total of 1,378 participants [51% girls, median age = 14 years, interquartile range (IQR) 13 to 16] were analyzed. PPL was assessed via the Spanish Perceived Physical Literacy Scale (S-PPLL), with a median score of 33.0 (IQR 30.0 to 37.0). A generalized linear model was carried out to determine the correlates associated with a higher PPL.

The model revealed significant associations between sex, SES, and maternal education with PPL. Compared with boys, girls presented a lower association with PPL [unstandardized beta coefficient [B] = −1.24, 95% confidence interval [CI] −1.93 to −0.55, p < 0.001]. A higher SES was positively associated with greater PPL (medium SES: B = 1.76, 95% CI 0.81 to 2.70, p < 0.001; high SES: B = 2.34, 95% CI 1.22 to 3.45, p < 0.001), in comparison with those with lower SES. Additionally, maternal education level was positively associated with adolescents’ PPL scores, with higher education levels linked to greater PPL (B = 1.48, 95% CI 0.41 to 2.55, p = 0.007). However, factors such as immigrant status, paternal education, family structure, number of siblings, type of schooling, and area of residence were not significantly associated with PPL (p > 0.05).

Sex, SES, and maternal education could influence adolescents’ PPL, highlighting the need for targeted interventions to address disparities and promote PL.