Physical literacy: movement beyond motor skills

What if the behaviours we worry about, such as attention, communication, resilience and emotional regulation all have a common missing ingredient: movement? In the context of rising sensory processing challenges, cognitive functioning and communication difficulties, and pressure for children to reach a ‘good level of development’ by age five, the consequences of inactivity are increasingly urgent.

UK guidelines highlight the importance of tummy time for under-ones and recommends that toddlers and pre-schoolers should accumulate at least 180 minutes of daily physical activity. This should include 60 minutes of higher intensity physical activity. However, research tells us that many young children spend up to two-thirds of their day sedentary.

Early education charitable foundation Kindred Squared recently summarised educators’ views that children are starting school less physically capable and less active than ever.

Physical literacy is our relationship with movement and physical activity and is key to whether we choose to be active. This is because it considers that motivation, confidence, physical competence, knowledge, and understanding are all key to valuing and taking responsibility for movement choices. Through physical activity, children develop physical literacy across four key domains:

■ physical (move): developing and applying motor skills

■ social (connect): building relationships and social skills

■ cognitive (think): understanding how, why and when they move

■ affective (feel): positive emotions and attitudes towards movement

Many educators value the principles of physical literacy but feel disconnected from the academic language or incorrectly see it as the ability to perform motor skills. In response, the University of Derby developed the Physical Literacy Early Years (PLEY) model, a simple bicycle metaphor to make the concept more accessible. In this model:

■ the wheels represent physical literacy and physical activity working together

■ the pedals symbolise the environment and role models that power movement

■ the seat represents safety and support

■ the handlebars reflect the child’s autonomy and direction

Rather than presenting physical literacy as a checklist of skills, the model illustrates movement as a journey supported by people and place.

Our research set out to understand two things: how active young children in settings are and what is their physical literacy. The study captured data from 203 children aged three to five (53% girls), across 10 Derbyshire settings. Located in both urban and rural locations, they included four pre-schools on primary school sites, two private nurseries, and four primary school reception classes. Physical activity was measured using wearable activity trackers worn for five consecutive days. The average percentage of time spent in sedentary whilst in education across our sample was 49% (equivalent to 29.4 minutes per hour). Physical activity varied widely within and between settings. Higher intensity activity ranged from 9.4% to 41.5% (5.6 to 24.9 minutes per hour). How movement was prioritised, structured and embedded in daily routines mattered enormously. This challenges a common assumption: provision doesn’t always equal engagement.

The study revealed an important developmental pattern. Among three- to four-year-olds, the physical, social, cognitive and emotional elements were closely connected. By age five, these domains began to separate.

Development was not linear and strengths often emerged unevenly.

These patterns were measured using the PLEY Wheel assessment tool, which educators used to evaluate the skills, knowledge and behaviours children show across four areas: affective, physical, cognitive and social.

Girls scored significantly higher in cognitive and social physical literacy domains, while the study found a negative association between physical activity and the social domain. This reinforces an important message for practice: a physical literacy perspective can help educators think about how and why children engage with physical activity.

A consistent theme throughout the research was pressure. Educators described movement as something that competes with literacy, numeracy and ‘school-readiness’ demands. But physical literacy does not sit alongside the EYFS framework; it strengthens it. When movement is embedded intentionally:

■ communication is enriched

■ self-regulation is supported

■ social collaboration develops

■ engagement increases

If we want confident, capable, connected children, movement cannot be marginalised.

The research highlighted a policy gap. Despite clear guidance on physical activity for under-fives, awareness in settings was limited and activity levels varied significantly.

Physical literacy offers a reframing. If we are serious about giving every child the best start in life, we must look beyond motor skills.

Confidence, motivation, understanding, environment and pedagogy all matter.

The following THRIVE strategies can help support physical literacy in early years settings:

T = Tailored: Adapt activities to children’s interests and confidence levels. Provide multiple ways to engage, including music, active storytelling, sensory play or imaginative play. Use visual supports, simple instructions and flexible routines.

H = Holistic: Integrate movement across learning areas. Use movement to support social and emotional development and build self-regulation. Celebrate effort, perseverance and reflection, not just outcomes.

R = Reflexive: Ask children what they enjoy and allow them to choose activities. Share observations with families and reflect as a team on engagement.

I = Inclusive: Offer different challenge levels and ways to participate socially. Use inclusive language and culturally-sensitive activities. Work with families to understand individual needs.

V = Varied: Balance calm and energetic activities, indoor and outdoor play, and individual and group experiences. Include creative movement alongside a range of physical challenges.

E = Empowering: Allow children to lead activities and take safe risks. Focus on growth, problem-solving and enjoyment of movement.