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 journalArticlepeer-review

3 Citations (Scopus)


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
Pages (from-to)151–164
Number of pages14
Issue number1-2
Early online date2 Sept 2020
Publication statusPublished - Feb 2021


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


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