Pandemic Playgrounds: Exploring the Role of Virtual Spaces in Shaping Physical Literacy During COVID-19

This investigation analyzes the relationship between virtual space usage and physical literacy in students aged 8 to 12, addressing how digital engagement may impact children’s physical activity and development. The study is justified by the growing role of technology in children’s daily lives, which often limits physical activity and contributes to sedentary behaviors that can impact physical literacy. The objective is to assess whether structured virtual space usage can positively influence the physical literacy of young students. This applied, descriptive-correlational study used a sample of 206 students, selected through a cluster-random sampling method. Data were collected using a researcher-developed virtual space questionnaire and the Physical Literacy Assessment Scale. Analyses were conducted using descriptive statistics, normality tests (skewness and kurtosis), Spearman’s correlation coefficient, and regression analysis controlling for potential confounders. Results indicated a moderate positive relationship between physical literacy and virtual space usage (Spearman’s ρ = 0.35, p < 0.01, 95% CI [0.20, 0.48]), suggesting that well-designed digital environments can enhance aspects of physical literacy such as motivation, confidence, and knowledge. These findings support the notion that integrating active and educational content into virtual spaces may promote physical literacy. Subgroup analysis further revealed nuanced differences in how various demographics interact with virtual spaces to influence physical literacy. Based on these conclusions, it is recommended that virtual spaces designed for children incorporate elements of a healthy, active lifestyle to support physical literacy. Facilitating access to such digital environments can inspire students to adopt lifelong habits of physical activity, bridging the digital and physical realms for healthier, balanced development.

Urban living significantly affects the daily physical and sports activities of children and adolescents. The rapid growth of Internet technology and the prevalence of screen-based applications have further shifted leisure activities towards sedentary behaviors. However, physical activity remains critical for both short- and long-term health outcomes in this population (Longmuir et al., 2015). Moreover, the physiological and psychological benefits of sports equip children to manage stress and future professional challenges. Therefore, proactively addressing lifestyles dominated by excessive television or Internet use is essential, as early negligence in fostering active routines can lead to physical and mental fatigue and subsequent stress (Ferguson et al., 2011). Humans have cognitive, social, emotional, ethical, and physical dimensions; hence, families and educational systems must create environments that foster holistic growth and development (Longmuir et al., 2015) Recognized by UNESCO's International Council for Sport Science and Physical Education, physical literacy comprises motivation, self-confidence, physical competence, and knowledge—necessary components to value and participate in physical activity. It reflects a child's ability to attain health through movement (Longmuir et al., 2018; Longmuir et al., 2015) Recognized by UNESCO's International Council for Sport Science and Physical Education, physical literacy comprises motivation, self-confidence, physical competence, and knowledge—necessary components to value and participate in physical activity. It reflects a child's ability to attain health through movement (Longmuir et al., 2018; Longmuir et al., 2015). Childhood, puberty, and early adolescence are pivotal periods for developing a healthy physique through games and interactive communication. Family lifestyle, parenting, and living environments significantly influence the development of motor, physical, and social skills, with impacts that persist throughout the life cycle. Establishing a physically literate lifestyle, rooted in fundamental motor and sports skills, is crucial for comprehensive well-being (Benzing & Schmidt, 2018).

Physical literacy develops fundamental motor and sports skills that enable children to move with motivation, confidence, and control across a range of physical and sports activities, appropriately responding to environmental conditions. (Tremblay et al., 2018) Conversely, insufficient development of physical literacy discourages participation in physical activities, leading children and adolescents to favor sedentary tasks. The closure of schools, sports, recreational, and rehabilitation centers has exacerbated this issue, increased screen time and reducing physical activity levels among children  (Tremblay et al., 2018) Consequences include weight gain, heightened anxiety, reduced adherence to rules, ineffective communication, and diminished social skills. Many families have reported observing lethargy and listlessness in their children (Francis et al., 2016). Moreover, the closure of schools, sports, recreational, and rehabilitation centers has disrupted physical education activities, leading to inactivity and prolonged hours at home playing video games. This situation has resulted in lifestyle changes, reduced physical activity, extended periods of sitting, and increased use of mobile phones, significantly decreasing the Children's physical activity level. (Tremblay et al., 2018) During this time, issues such as weight gain, increased anxiety, decreased adherence to rules, ineffective communication, and reduced social skills have been observed. Some families have reported witnessing weight gain, laziness, and listlessness in their children (Francis et al., 2016). Active video games are one of the most important forms of virtual gaming, creating certain interactive conditions for the player. (Benzing & Schmidt, 2018) They are controlled by the player and require body movements, unlike other video games, improving physical activity levels. Research also indicates that virtual gaming can improve motor skills and physical fitness, ultimately enhancing physical literacy. (Gao et al., 2019) demonstrated that active video games positively affect motor skill proficiency, perceived competence, and moderate to vigorous physical activity in children. (Pasco et al., 2017) also reported positive effects of active video games on improving motor proficiency and fundamental motor skills. In his research on developing physical literacy among children through mobile learning, (Pasco et al., 2017) concluded that this method is essential for teachers and prioritizes convenience and practicality. Amanda et al. (George et al., 2016) found that active video game (VGA) interventions positively impacted physical literacy components, showing significant improvements in motor skills, knowledge, and understanding.

Previous research has been shown the revealed that media consumption has a positive and significant effect on students' knowledge and understanding, relationships with others, and self-confidence (George et al., 2016). Therefore, media consumption can enhance physical activity levels and develop physical literacy. However, other studies did not find any changes in fundamental motor skills (Barnett et al., 2011) while some even reported negative effects of video games (Ferguson et al., 2011). Numerous field studies have shown that even before the COVID-19 pandemic, students were among the less active segments of society, and their inactivity increased under new conditions. The COVID-19 virus and the shift to virtual education and services have affected the lives of various segments of society today, leading to lifestyle changes and reducing children’s physical activity. Due to their specific urban living conditions, students were already at risk of physical and mental health issues before COVID-19. With the virus's advent, they now face even tougher challenges. (Gewalt et al., 2022). Before the pandemic, students were always advised at home and in school to distance themselves from virtual spaces or computer games to avoid inactivity and other risks. However, their education has now shifted to virtual platforms, and they regularly attend virtual classes and play online games. In addition to the physical and mental risks, the online environment carries the danger of falling into social and moral traps, leading to deterioration without parental supervision. (Ro et al., 2021). Today, one of the primary concerns for parents is the negative impact of the COVID-19 virus on their children's physical and mental health, necessitating effective solutions from experts in this field. Moreover, a lack of awareness about physical literacy and excessive inactivity could lead to various physical and psychological problems in this population. (Gewalt et al., 2022) Awareness and cultivating the next generation are critical principles for a country's progress, so one investment in a healthy society should be exploring the role of physical activity and an active lifestyle (physical literacy). This study can assist in comprehensive physical literacy assessments for health benefits in the target population, follow-up on physical literacy education results, research on physical literacy, and estimating of intervention strategies to promote it. (Li et al., 2023).

This research adopts an applied, descriptive-correlational research methodology, aiming to explore the relationship between virtual space usage and physical literacy in children. The study’s design is robust, allowing for a comprehensive understanding of the factors influencing children’s physical activity behaviors in virtual environments. The statistical population consists of male students aged 8 to 12 years, with an estimated total of 8,800 students based on data provided by the county Department of Education. A priori power analysis, conducted using G*Power software, determined that a sample size of 210 participants would be sufficient to detect medium effect sizes (f² = 0.15) with 80% statistical power at a significance level of 0.05. Given this, a final sample of 206 participants was selected, accounting for minor missing data due to incomplete responses. The use of power analysis ensures that the study is adequately powered to identify meaningful effects. To assess the normality of the sample distribution, skewness and kurtosis tests were employed. These tests were specifically chosen, as they are more reliable than the Kolmogorov-Smirnov test for large populations with fewer than 5,000 participants (Li et al., 2023). If skewness and kurtosis values fall outside the recommended range of (-2, 2), indicating significant deviations from normality, data transformations or non-parametric tests are applied. In this case, due to the non-normal distribution of several variables, Spearman’s correlation coefficient, a non-parametric method, was utilized for analyzing the relationships between virtual space usage and physical literacy.

The primary variables in this study are lifestyle and virtual space usage. A custom-designed virtual space questionnaire was created to assess the level of engagement, attitudes, and digital literacy skills related to virtual environments. This tool included items related to time spent on virtual platforms, the nature of engagement (e.g., educational vs. entertainment), and the participant’s perceived value of these platforms for learning and physical activity. The Physical Literacy Assessment Scale, a widely recognized tool, was employed to assess the key domains of physical literacy, including daily behavior, physical competency, knowledge, understanding, motivation, and confidence. Since a portion of the questionnaire was translated by the researcher and had not been previously standardized in the country, a rigorous back-translation process was conducted to ensure linguistic validity. The translated instrument was further validated through exploratory and confirmatory factor analyses, which confirmed robust construct validity, with factor loadings exceeding 0.70 for all items. Reliability testing indicated strong internal consistency, as demonstrated by a Cronbach’s alpha of 0.89 for the virtual space questionnaire. This high internal consistency supports the reliability of the instrument in measuring the intended constructs. The main domains of the physical literacy assessment include four areas: daily behavior, physical competency, knowledge and understanding, and motivation and confidence. These domains were selected to reflect key aspects of physical literacy as outlined by Longmuir et al. (2015) and Tremblay et al. (2018), ensuring that the tool aligns with internationally accepted standards. Table 1 summarizes the scoring methods and the distribution of the sample population across these domains.

Table 1: Physical Literacy Scoring and Distribution of Sample Population

Participants’ access to digital devices, internet connectivity, and social media memberships were critical factors influencing their engagement with virtual spaces. Table 2 provides a detailed overview of these variables within the sample.

Table 2: Access to Electronic Devices, Internet Access, and Social Media Membership

The demographic characteristics of the sample and the reliability of the measurement tools are summarized in Table 3. These results confirm the robustness of the instruments used in the study.

Table 3: Demographic Variables and Cronbach's Alpha Results

This comprehensive methodology integrates key findings and contextual details while aligning with journal requirements for transparency and rigor.

Data collection was conducted using both in-person and virtual formats, depending on the prevailing COVID-19 restrictions. For virtual data collection, secure digital platforms such as online surveys and video conferencing tools were utilized to ensure safety and accessibility. Parents of younger participants were briefed thoroughly on their role in assisting with the online data collection process, and steps were taken to minimize potential biases from remote participation, including offering video tutorials and providing online support sessions. In light of the COVID-19 pandemic, additional demographic variables such as socioeconomic status, device access, and parental involvement were recorded to account for potential biases and contextual factors that could affect physical activity levels. These variables were included as covariates in the analysis, ensuring that the study accounted for underlying socioeconomic disparities that may influence virtual space usage and physical literacy outcomes. 

childhood obesity, anxiety, and diminished social skills. Additionally, the lack of enthusiasm for physical activities among youth exacerbates this issue, leading to the exploration of how virtual spaces can enhance students' interest in physical literacy. Virtual space can positively contribute to children’s physical literacy by exposing them to role models, promoting body awareness, and providing knowledge about physical activity. For example, sharing content featuring athletes or fitness challenges on social media encourages children to engage in active behaviors. These findings align with the studies of (Brown et al., 2020; Ro et al., 2021). The previous research has been indicated that developing childhood physical literacy requires this approach, providing teachers with a learning solution that prioritizes convenience and applicability, usable anywhere and anytime to foster children's physical literacy. (Brown et al., 2020) Learning via mobile phones simplifies learning, particularly for childhood physical literacy. Additionally, they found the factors like virtual media might affect physical literacy (Gao et al., 2019). Furthermore, some research showed that media consumption positively and significantly influences students' knowledge, understanding, relationships, and confidence. Thus, media consumption can improve physical activity based on students' health patterns and promote movement literacy. (Tremblay et al., 2018).

In the information age, it is well established that virtual spaces play a significant role in transferring cultural and intellectual heritage across nations. Advanced communication tools have broadened education beyond schools and training centers, turning the world into an expansive classroom. (Li et al., 2023) Virtual space wields considerable power in shaping beliefs and altering habits, promoting behaviors aligning with their controllers' intentions. Public media continuously emphasize the benefits of body aesthetics, using celebrities and stars to depict attractive body images. In other words, the cultural media and virtual spaces are the main factors managing body image (Mohammadzadeh et al., 2021). Virtual space, by presenting similar views of social reality, shapes public perception accordingly. Those who follow sports networks and news will notice physiological changes in their bodies, enhancing their self-efficacy. They also gain a better understanding of the benefits and applications of physical activities (Benzing & Schmidt, 2018). Physical literacy isn't just about learning basic movements but a learned behavior affecting children's present and future lives (Tremblay et al., 2018)  As students develop physical literacy, their social and psychological skills improve. Virtual space can play a crucial role in sports functions, such as creating role models from sports champions, fostering social joy and excitement, enhancing leisure time, promoting social cohesion, expanding intercultural ties, and improving public morality, social participation, and sports culture. It achieves these by informing, educating, promoting transparency in sports institutions, and encouraging social participation. (Ferguson et al., 2011) Physical literacy is a prerequisite for physical activity, while also developing through it. People with physical literacy are expected to engage in activities throughout their lives that promote their health. Virtual space can indirectly improve students' physical literacy by raising awareness and providing information on physical activities (Francis et al., 2016).

The findings of this study underscore the transformative potential of virtual spaces in shaping not only physical literacy but also broader psychosocial and cultural outcomes. Virtual platforms emerge as pivotal mechanisms for enhancing social participation, facilitating the dissemination of health-related information, promoting active lifestyle adoption, advancing educational paradigms, and contributing to cultural enrichment. By fostering intrinsic motivation, self-efficacy, and physical competence, these spaces directly influence students’ propensity for physical activity and their overall engagement with health-oriented behaviors. To harness this potential, the design of virtual environments must align with evidence-based principles that integrate behavioral change theories, gamification strategies, and adaptive learning frameworks. For example, leveraging real-time feedback, personalization algorithms, and virtual role models could amplify engagement and foster sustained behavioral change. Furthermore, these platforms should not merely serve as supplementary tools but rather as integral components of a comprehensive approach to physical literacy, incorporating cognitive, emotional, and social dimensions of development. Policymakers and educators must also address systemic barriers to ensure equitable access to high-quality virtual resources. Digital inequity, particularly in underserved communities, risks perpetuating disparities in physical literacy outcomes. Strategic investments in digital infrastructure, subsidized access to devices, and inclusive content development are critical to ensuring these interventions reach all segments of the population. By bridging the gap between the digital and physical domains, virtual spaces have the capacity to redefine traditional approaches to physical literacy, offering scalable, innovative solutions to contemporary challenges in health promotion. This study highlights the urgent need for interdisciplinary collaboration among educators, developers, policymakers, and researchers to create virtual ecosystems that empower students to lead healthier, more active, and culturally enriched lives. In doing so, virtual spaces can function as catalysts for lifelong health, resilience, and societal progress.

Conflict Interests

The Authors declare that there is no conflict of interest.

Future Research Directions

Building on these findings, future studies should explore the long-term impact of virtual space usage on physical literacy, using longitudinal or experimental designs to establish causality. Expanding the participant pool to include girls, adolescents, and children from diverse cultural backgrounds would enhance generalizability. Additionally, qualitative research, such as interviews with parents and educators, could provide deeper insights into barriers and facilitators of digital engagement in physical activity.