Advancing physical literacy measurement in early childhood: psychometric properties of a novel assessment and profiling method and its relationship with physical activity

Introduction Physical literacy provides a compelling framework for understanding young children's skills, attitudes, and behaviours in relation to movement and physical activity. Assessment represents a crucial step for establishing conceptual and practical relevance. However, there is limited evidence to support how this multidimensional construct can be meaningfully assessed in early childhood, constraining both research advancement and applied intervention. Methods This mixed-methods study primarily aims to establish evidence for the Physical Literacy Early Years (PLEY) Wheel, a novel assessment approach assessing physical, social, cognitive, and affective skills and behaviours in children aged 3–5 years. 234 children (74% White British; age 3.84 ± 0.70 years; 51% girls, IMD decile 3.70 ± 3.0) and 17 educators (88% female) from 15 early education settings participated across a multi-phase study design. Secondary analyses examine associations with key variables, including device-based measured physical activity, and explore profile-based representations to support interpretation. Results The PLEY Wheel provides a valid, reliable, and practical approach to benchmarking and profiling physical literacy in early childhood. The results showed that physical literacy increased with age, with girls scoring higher in cognitive and social domains, and children with special education needs or disabilities demonstrating lower physical literacy and physical activity. Physical activity varied widely within and between early education settings and was associated with physical literacy. Five profiles were identified, based on domain strengths and weaknesses, that were sensitive to age, sex, and socio-economic context, but did not strongly differentiate physical activity levels. Discussion These findings advance the understanding of physical activity and physical literacy in 3–5-year-old children and highlight the potential of a child-centred, data-led approach. Establishing a valid and reliable assessment tool for early childhood provides a methodological foundation for examining how physical literacy manifests, relates to physical activity, and can be meaningfully interpreted to support early intervention.