Parents on the Concept of Physical Literacy: What Do They Know, What Do They Do, and What Do They Want?

Physical literacy development in early childhood, viewed by many as the foundation for lifelong physical activity engagement, is signi fi cantly in fl uenced by parents. Our aim was to explore parents ' understanding of physical literacy and gain insight into their perspectives on physical literacy promotion. We recruited 18 parents of children between 5 and 8 years old in Australia. Using semistructured interviews and thematic analysis, we identi fi ed several key issues regarding parents ' understanding and implementation of physical literacy. Parents expressed interest in improving their implementation of physical literacy practices and had (often unintentionally) provided support for physical literacy subcomponents in the past. However, they described dif fi culties prioritizing physical literacy above other parental demands and expressed con fl icting perceptions regarding where the responsibility should lie for developing their child ' s physical literacy (e.g., at home or at school). To ensure that the physical literacy " message " reaches parents, we encourage physical literacy promoters to consider the target (e.g., responsibility, priorities, and awareness) of their promotional strategies. Further investigation into the in fl uence of sociocultural and economic factors on parents ' understanding and application of physical literacy is warranted.