ORIGINAL RESEARCH article
Front. Public Health
Sec. Children and Health
Volume 13 - 2025 | doi: 10.3389/fpubh.2025.1650793
This article is part of the Research TopicIntegration of physical activity for academic excellence and health promotion in adolescents and school childrenView all articles
Preschool Physical Literacy Framework in China 1 Development of a Physical Literacy Assessment Framework for Chinese Preschool Children: A Delphi-AHP Approach
Provisionally accepted
- 1Soochow University School of Physical Education and Sports, Suzhou, China
- 2Department of Physical Education, College of Education for the Future, Beijing Normal University, Zhuhai, China
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Purpose: Physical literacy (PL) during early childhood is crucial for establishing a foundation for lifelong physical activity and holistic development. However, China currently lacks a developmentally appropriate and culturally relevant PL framework for preschool-aged children. This study aimed to develop such a framework using a modified Delphi method and determine the relative importance of its components through the Analytic Hierarchy Process (AHP). Method: The study employed a multi-phase design comprising a literature review, expert interviews, and two rounds of Delphi surveys with 40 experts across relevant fields. Items were retained if they met the 80% agreement threshold or were justified based on expert consensus and developmental relevance. The AHP was conducted using YAAHP software to calculate the relative weights of indicators at all levels. Results: The finalized framework comprises four core dimensions—motivation and confidence, physical competence, knowledge and understanding, and physical activity participation—encompassing 15 first-level and 49 second-level indicators. Dimensional weights were relatively balanced, with motivation and confidence (25.68%) and physical activity participation (25.52%) slightly exceeding physical competence (25.38%) and knowledge and understanding (23.42%). Conclusion: This study presents the first national PL framework specifically designed for Chinese preschoolers. It provides theoretical grounding and practical guidance for future PL assessments and early intervention strategies. The inclusion of risk prevention behaviors and 24-hour movement behaviors—physical activity, sedentary behavior, and sleep—marks a significant advancement over existing models.
Keywords: Physical Literacy, Preschool children, Delphi method, Framework development, China
Received: 20 Jun 2025; Accepted: 29 Jul 2025.
Copyright: © 2025 Tao, Zhang, Wang, Tao and Guo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ming Ming Guo, Department of Physical Education, College of Education for the Future, Beijing Normal University, Zhuhai, China
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