Spillover Effects of Physical Literacy Implementation on Preschool Educators A Cross-Sectional Study of Physical Activity, Psychosocial Resources, and Organizational Conditions in Two Municipalities in Western Sweden

Abstract

Aim Physical literacy (PL) is increasingly recognized as key to promoting lifelong physical activity (PA). However, its implementation in early childhood settings remains underexplored, particularly regarding potential spillover effects on educators and the role of organizational support such as PA guidelines. This study examined how PL implementation in Swedish preschools influenced educators’ self perceived PA, pedagogical engagement, perceptions of organizational conditions and whether implementation level made a difference. Methods A cross-sectional survey was conducted among 148 preschool educators from two municipalities participating in the “Make a Move” PL initiative. Preschools were grouped into three implementation levels: information-only, network, or process-led. The survey included adapted items from validated instruments measuring PA, pedagogical engagement (UWES framework), sense of coherence (SOC), and contextual factors (CFIR framework). Most respondents were women (97%), reflecting the national preschool workforce. Data were analyzed using descriptive statistics, chi-square tests, Mann Whitney U, and ordinal regression. Results Approximately 64% of educators perceived an increase in their own physical activity (PA) following the initiative, with significant correlations to more positive movement attitudes (ρ = .475, p < .001). Engagement was most strongly associated with the perceived meaningfulness of the initiative (ρ = .679, p < .001). Implementation level did not significantly affect perceived PA change but was linked to stronger attitudes and more consistent engagement. PA guidelines were not directly associated with SOC or engagement, but their absence was linked to a higher likelihood of perceiving PL as a low priority. Leadership support and fewer perceived barriers were associated with more favorable implementation outcomes. Conclusion Child-focused PL initiatives may create spillover effects that benefit educators PA and engagement. Supportive leadership and meaningful implementation appear more critical for sustaining engagement than guidelines alone. Future research should use longitudinal, mixed method designs to explore individual and organizational impact over time.