Pedagogical constraints of physical literacy based on cognitive load theory

Dean Dudley*, Hayley Dean, John Cairney, Penny Van Bergen

*Corresponding author for this work

Research output: Contribution to journalArticle


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).

Original languageEnglish
Publication statusE-pub ahead of print - 2 Sep 2020


  • cognitive load theory
  • lifelong learning
  • load reduction instruction
  • working memory

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