Background and purpose: The world is moving towards physical literacy with the development of new technologies, the development of media literacy and inactivity of individuals. In this regard, the aim of this study was to investigate the relationship between the level of physical activity and physical literacy of children of Iranian ethnicity in a cross-cultural study.
Methodology: The statistical population included girls and boys aged 8 to 12 years in the provincial centers of Khuzestan, Lorestan, kordstan, Tehran, East Azerbaijan and Sistan and Baluchestan, which numbered 270 people (90 in the city center, 90 in the suburbs, 90 in the village) Participated in this study as a statistical sample. To assess physical literacy, the infrastructures of the physical literacy model (daily activities, physical competence, motivation and self-confidence, knowledge and understanding) were used, and to assess physical activity, the International Physical Activity Questionnaire was used. Also, Pearson correlation coefficient, multiple regression and multivariate analysis of variance were used to analyze the data using SPSS software version 23.
Results: The results of Pearson correlation coefficient test showed that there is a positive and significant relationship between the level of physical literacy and physical activity (P = 0.001). In addition, the results of the standard coefficient (Beta) showed that the most important factors predicting the physical activity of children of Iranian ethnicity are daily behavior (0.499) and physical competence (0.274), respectively. In the study of geographical Regions, the results of combined analysis of variance showed that the level of physical activity and physical literacy of participants living in Khorramabad, Sanandaj and Zahedan was significantly higher than participants living in Tehran, Ahvaz and Tabriz (P = 0.001). Under the knowledge and understanding infrastructure, participants living in Tehran and Tabriz scored higher than other areas. In the study of habitat, the results showed that the level of physical activity and physical literacy of children living in rural areas was higher than children in the center and suburbs (P = 0.001). In terms of gender, the results showed better performance of boys in general physical literacy (P = 0.001), physical activity (P = 0.001), physical competence (P = 0.001) and daily behavior (P = 0.001). But no difference was found in the components of motivation (P = 0.142), knowledge and perception (P = 0.345).
Conclusion: According to the research findings, it seems that socio-cultural factors, geographical Regions, place of residence and gender have different effects on children's physical literacy. According to the findings, it is recommended to the Ministry of Education to use decentralized planning in physical education programs and appropriate to the students' ecological environment.