Pedagogical constraints of physical literacy based on cognitive load theory

While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s life lies with the acquisition of physical literacy. This article examines how the process of cognitive learning attributed to physical literacy can be understood in light of the constraints of cognitive load. It provides a series of pedagogical considerations that could be implemented to ensure that the learning that leads to lifelong physical activity is supported through cognitive load theory (CLT).