Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy

Background: Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the frst all-island consensus statement for physical literacy. Methods: A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate diferences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confdence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. Results: A majority (63%) of respondents indicated they were aware of an existing defnition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy signifcantly higher than decision makers, and signif cantly higher than coaches in the cognitive and afective domains. All stakeholders signifcantly rated the importance of the physical/psychomotor domain of physical literacy higher than the afective or cognitive domains of physical literacy. Conclusions: Diferences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a defnition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commit ment to physical literacy statement operationalisation.