Measuring physical literacy in Mi’kma’ki: an initial determination of Indigenous (Mi’kmaw) students‘ physical literacy.

Physical literacy is a critical component of children’s overall wellness and academic success. While it has been discussed in Indigenous contexts, no published research has yet systematically measured physical literacy among Indigenous children in Canada. This study provides the first baseline measurements of physical literacy in Indigenous/Mi’kmaw students aged 9-12 attending schools within Mi’kmaw Kina’matnewey (MK), a unified Indigenous education authority in Mi’kma’ki-the ancestral and unceded territory of the Mi’kmaq people in Nova Scotia, Canada. Using the Canadian Assessment of Physical Literacy, Second Edition (CAPL-2), researchers evaluated 81 students across four physical literacy domains: motivation and confidence, daily behaviour, knowledge and understanding, and physical competence. Analyses examined patterns by age and gender. Results showed that more than 90% of students scored within the beginning or progressing categories for physical competence and overall physical literacy, mirroring but falling below national CAPL-2 trends. Significant age-related differences emerged, with 11- and 12-year-olds outperforming younger peers on movement skills, knowledge, and overall physical literacy. No significant gender differences were observed. These findings establish the first empirical snapshot of Indigenous/Mi’kmaw students‘ physical literacy and highlight opportunities for culturally grounded, community-driven interventions to support Indigenous/Mi’kmaw children’s movement development, holistic well-being, and lifelong physical activity.