Gender variations in physical literacy and objectively and subjectively measured physical activityGilić Škugor, Barbara (Avtor) Rajković Vuletić, Petra (Avtor) Matijašević, Paula (Avtor) sportexerciseaccelerometryself-reported activitygender differenceschildhood developmentphysical educationBackground: Physical literacy (PL) is a key factor in maintaining physical activity (PA) among youth, but its link to physical activity levels (PALs), both measured objectively and subjectively, is still unclear—especially in preadolescents. Purpose: This study examined gender differences in PL and PAL and explored links between PL and both objectively (accelerometry) and subjectively (PAQ-C) measured PA in Croatian elementary school children. Methods: A cross-sectional study of 154 children (63 girls, 91 boys) aged 8–10 assessed PL using the PLAYself questionnaire and PAL using accelerometers and the PAQ-C. Gender differences were analyzed with the Mann–Whitney U test and effect sizes, and PL–PA associations were examined using Spearman's correlation. Results: Boys reported higher PAQ-C scores (3.57 vs. 3.17, p=0.001), more daily steps (11330 vs. 9664, p = 0.04), and greater vigorous PA (39.05 vs. 19.63 min/day, p=0.001). Girls scored higher in the literacy subdomain of the PL (223.00 vs. 202.26, p=0.03), but no significant gender differences were found in total PL scores. The correlations between the PL and PAQ-C were stronger in boys (r=0.58) than in girls (r=0.30), whereas the correlations with accelerometer-derived PA were weak or nonsignificant. Discussion and Conclusions: Findings show gender differences in PA levels but not in PL. The mismatch between subjective and objective PA measures highlights the value of using both. Results point to the need for targeted efforts to boost vigorous PA in girls and suggest that self-reported PA may better reflect PL in this age group.20252026-03-11 09:01:11Članek v reviji180549UDK: 796.01ISSN pri članku: 1318-2269DOI: 10.52165/kinsi.31.3.67-83COBISS_ID: 265633283slPodatek o licenci CC BY-SA 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 23. 3. 2026)