Comparative Analysis of Physical Literacy Across Urban and Rural Youth

Thesis Abstract

This study addresses the persistent urban-rural disparities in physical literacy among youth, articulated through limited access to organized physical activity, varied environmental affordances, and differential exposure to movement skill development opportunities, which collectively constrain lifelong engagement in physical activity. The aim is to compare physical literacy levels between urban and rural youth and identify contextual determinants that explain observed differences. Specific objectives are (1) to quantify overall physical literacy scores for urban and rural youth; (2) to examine sub-domain profiles—motivation and confidence, knowledge and understanding, and physical competence—across settings; (3) to evaluate the influence of school infrastructure, access to recreational facilities, and community physical activity opportunities on literacy outcomes; (4) to test measurement invariance of the Physical Literacy Assessment Tool for Youth (PLAY) across urban and rural samples; and (5) to propose targeted interventions to enhance physical literacy equity. A mixed-methods design will be employed, combining a cross-sectional survey with qualitative interviews. The population comprises school-aged youths aged 12–16 years enrolled in public schools within a metropolitan city and a rural district. A stratified random sample of 600 participants (300 urban, 300 rural) will be selected, ensuring representation across gender, socioeconomic status, and grade level. Quantitative data will be collected using the PLAY instrument, supplemented by a parent and teacher survey to capture environmental contextual factors. Instrument validity and reliability will be established through confirmatory factor analysis and internal consistency checks (Cronbach’s alpha above 0.80). In-depth semi-structured interviews will be conducted with a purposive sub-sample of 40 participants (20 urban, 20 rural) and 10 physical education teachers to illuminate contextual mechanisms and barriers. Data analysis will proceed in two strands. Quantitative analyses will begin with descriptive statistics to profile literacy levels, followed by multivariate analysis of covariance (MANCOVA) to compare urban and rural groups while controlling for age, gender, and socioeconomic status. Measurement invariance across groups will be tested via multi-group confirmatory factor analysis. Hierarchical multiple regression will assess the incremental contribution of physical environment variables (facility access, safety, and scheduling of activities) in explaining variance in physical literacy sub-domains. Structural equation modeling (SEM) will be used to test a theoretical model whereby environmental determinants mediate the relationship between demographic factors and physical competence. Qualitative data will be analyzed thematically using an abductive approach, with coding guided by the conceptual framework and prior literature, to generate themes on perceived access, cultural norms, and motivation toward physical activity. Triangulation will integrate quantitative findings with qualitative insights. Expected findings include lower overall physical literacy scores among rural youths, driven predominantly by reduced physical competence and limited knowledge/understanding of physical activity concepts, compared with urban peers. It is anticipated that environmental variables—facility density, program availability, and perceived safety—will significantly mediate the relationship between residence location and literacy outcomes. The study expects partial measurement invariance of PLAY across groups, with potential modifications to item wording or domain weighting to ensure cross-group comparability. The qualitative component is likely to reveal that socialecological factors, including parental support and school-community partnerships, differentially shape motivation and confidence in rural settings. The contribution to knowledge lies in providing robust, theory-driven evidence on how urban-rural contexts influence physical literacy trajectories in adolescence, clarifying the mechanisms through which environmental factors operate, and offering an empirically tested cross-setting model for informing policy and practice. The study will inform the design of context-specific interventions—such as school-based skill development curricula in rural schools, enhanced facility access, and community programs leveraging local assets—to promote equitable development of physical literacy. The main conclusion is that disparity in physical literacy is modulated by a combination of environmental access and social supports, requiring integrated, location-sensitive strategies. Policy recommendations include prioritizing investment in rural physical education infrastructure, development of scalable teacher professional development to deliver skill-based curricula, and community partnerships to broaden opportunities for ongoing physical activity beyond school hours.