What are the opportunities in implementing physical literacy program in Bahrain schools and how does it impact on students motor skills, social skills, ethical behaviour, health and academic performance

Abstract

This study investigates the opportunities for implementing physical literacy programs in Bahraini schools and examines how such programs influence students’ motor skills, social skills, ethical behaviour, health, and academic performance. The study addresses a significant gap in the Bahraini educational system, where physical literacy is not yet formally embedded in the curriculum, despite increasing international recognition of its long-term benefits for children’s holistic development. The research begins with an exploration of the concept of physical literacy, drawing on established international frameworks from Canada, Australia, New Zealand, and Wales. These models highlight physical literacy as a multidimensional construct that includes motivation, confidence, physical competence, knowledge, and understanding skills essential for lifelong engagement in physical activity. Reviewing these frameworks allowed the study to identify best practices and potential strategies that could be adapted to the Bahraini context. A comprehensive literature review examines the global evidence on the benefits of physical literacy. Findings consistently show that well-designed physical literacy programs contribute to improved motor coordination, better social interaction, stronger ethical behavior through teamwork and fair play, enhanced health outcomes, and even higher academic performance due to increased cognitive function and classroom engagement. These positive effects highlight the potential value of adopting such programs in Bahrain. To understand local awareness and readiness for implementation, the study conducted a survey with 108 participants representing teachers, administrators, and school staff from different school types. The data revealed limited awareness of the physical literacy concept, but a high level of willingness to integrate it into school programs once properly understood. Differences were observed across school roles and school types, offering insight into where training and awareness efforts should be directed. Results show that although participants recognize the importance of developing students’ physical and social skills, formal structures to support physical literacy are lacking. Many participants expressed the need for clearer guidelines, professional development opportunities, supportive policies, and adequate resources to effectively deliver physical literacy programs. The study also identifies several challenges facing Bahraini schools, including limited awareness of physical literacy among teachers, inconsistent physical activity provision across schools, shortage of trained PE specialists, time constraints within the curriculum, and competing academic priorities. These challenges are compared with international experiences, offering solutions such as national frameworks, teacher training pathways, and whole-school approaches. Overall, the thesis concludes that implementing physical literacy programs in Bahraini schools presents significant opportunities for improving students’ holistic development. When designed effectively, such programs can enhance motor competence, foster positive social and ethical behaviors, support health and well-being, and contribute to better academic outcomes. The study recommends developing a national physical literacy strategy, integrating the concept into teacher training, increasing awareness across school communities, and creating supportive policies that encourage consistent, high-quality physical activity experiences for all students.