Physical literacy is split into 4 domains; affective, social, cognitive and physical and CELS programmes incorporate each of them:

In the affective domain, pupils need motivation and confidence in relation to physical activities and those with higher self-esteem are likely to engage more fully with physical activities. ‘Affective’ is often seen as synonymous with psychological and emotional well- being and encompassing a range of assets that include mental health, positive self-regard, coping skills, conflict resolution skills, mastery motivation, a sense of autonomy, moral character and confidence. CELS programmes are designed around key wellbeing qualities such as caring, resilience and trust. Results have shown that pupils taking part in programmes have developed their self-esteem and have engaged more with physical activity.

The cognitive domain includes knowledge and understanding of activities (e.g. rules, traditions, values) and healthy and active lifestyles. Bailey et al. (2009) and Marques et al.(2017) conducted academic reviews of the benefits claimed for physical education and school sport (PESS). They conclude that whilst the mechanisms by which PESS contribute to academic and cognitive development are poorly understood, persuasive evidence suggests that physical activity can improve children’s concentration and arousal, which might indirectly benefit academic performance. Another conclusion of CELS programmes is the indirect benefit to other aspects of school life and across the curriculum. Understanding rules, values, effects of motivation, winning/losing through CELS sessions has led to them qualities being taken into the classroom.

The physical domain refers to capabilities such as movement, motor skills and physical competence which includes balance, dexterity and hand-eye coordination. To develop physical potential, pupils should participate in a wide range of pursuits such as physical
activity, rhythmic and sport experiences (Edwards et al., 2017). CELS incorporates good health as one of the guiding principles. All programmes are based on physical activity, learning through play and allowing pupils to participate. Allowing pupils the opportunity to take part in CELS sessions increases the chances of development within physical literacy. Pupils engage in fun, engaging activities which benefit them both now and as they progress through life. We are passionate about increasing the amount of pupils meeting the guidelines far beyond 51%.

For more information visit the Sport Wales website:
https://www.sport.wales/content-vault/physical-literacy/