“I just want to move": preschool children’s perspectives on their physical literacy

TL;DR

This study explores how preschool children in Sweden view their physical literacy, emphasizing that movement is meaningful when it feels good and is fun.

Contribution

The study highlights the affective domain of physical literacy as central to preschool children's motivation for movement.

Findings

Children are motivated to move when it feels good and is fun.

Children's motivation is influenced by inclusion in decision-making and playing with friends.

Children show confidence in their movement skills and are inspired by peers.

Abstract

Movement is important for preschool-aged children’s development. Developing physical literacy at an early age can benefit children’s health and their relationship with movement and physical activity in the long term. This study aimed to explore preschool children’s perspectives on their physical literacy, focusing on its core components: knowledge and understanding, motivation, self-confidence, and physical competence.

A qualitative study was conducted at six Swedish preschools, with 25 preschool children aged five to six years as participants. Semi-structured interviews were carried out, and the interviews were audio- and video-recorded, transcribed, and analysed through a deductive content analysis.

Children want to move and enjoy movement. They experience movement as connected to their feelings and they are motivated to move when it feels good and it is fun. Their motivation for movement also comes from inclusion in preschool decision-making, teachers’ participation in play, and opportunities to play with friends. The children express confidence in their movement skills, show awareness of their abilities, and display a variety of age-appropriate movements. They challenge themselves and draw inspiration from their peers in movement activities. Overall, the findings highlight the children’s awareness of their motivation, well-being, and abilities alongside the emotional aspects that make movement meaningful for them.

This study contributes to the limited research on preschool children’s physical literacy by showing that children’s motivation for movement is connected to how movement makes them feel. Thus, from the children’s perspective, the affective domain of physical literacy is recognised as central to their engagement in movement. Including children’s perspective advances the understanding of physical literacy and underscores the importance of considering the children’s experiences when promoting physical literacy in both research and practice.

The online version contains supplementary material available at 10.1186/s12889-026-26403-7.

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