THE INFLUENCE OF GENDER ON THE RELATIONSHIP BETWEEN PHYSICAL LITERACY AND ACADEMIC ACHIEVEMENTS IN PUBLIC ELEMENTARY SCHOOL STUDENTS

Abstract

Physical literacy among students has attained a lot of attention in recent decade. It determines the overall well-being of an individual’s entire life. The purpose of this study was to assess physical literacy level, plausible relationship between physical literacy and academic achievements on the basis of gender. This study was descriptive in nature and correlational. The total sample size was 196 students of 8^th grade. 104 female students and 92 male students were selected through multistage sampling. To assess the physical literacy level of the students, the adopted instrument to collect data was PLAYself consisting of confidence and motivation, knowledge and understanding, and environmental engagement ability. While academic achievements were acquired from school records. Based on the results, the gender significantly differed in physical literacy and the academic achievements, while male scored higher than females on average. A significant association among gender, physical literacy, and academic achievements occurs for both the groups. It is revealed that strong positive association for male between two variables indicates higher level of physical literacy is associated with higher academic achievement (r = .847, p < .01). In females (r = .590, p < .01) the same is not so strong with compared to males. This research provides an insight into the domain of physical literacy as a key determinant in enhancing academic achievements in students.  It highlights the essential role of physical education in the development of both domains i.e. cognitive and affective in physical literacy. It also indicates the disparities between male and female students. These challenges may be coped with appropriately so that the overall development of the students may be ensured.