Components

C is correct because physical literacy involves developing knowledge, movement competence and confidence that can support continued participation in physical activity. It is broader than memorizing game names, attending a session or increasing muscle size alone.

The governing concept is interdisciplinarity, meaning that one field is understood through useful ideas from several subjects. Option A is correct because biology explains physical functioning, psychology explains motivation and behaviour, and sociology explains cooperation and teamwork. B, C, and D isolate a single fact or narrow task; they do not combine knowledge from different disciplines to support the aims of physical education.

Equity means providing fair access by responding to different needs, not merely giving every learner identical treatment. In physical education, the rules and learning goals can remain common while a student needing assistance receives adapted equipment, extra explanation, or appropriate support. Option B represents rigid sameness, while C and D exclude learners. Therefore, option A correctly illustrates equity.

Physical literacy combines movement knowledge, competence, motivation, and confidence. These qualities help a person choose, understand, and enjoy suitable physical activities throughout life. Repeated participation then supports lifelong fitness and active living. It is not limited to reading, and fitness does not reliably develop without skills or understanding. Consequently, option A accurately explains the relationship.

Physical literacy goes beyond having strength, endurance, or other fitness components. It includes understanding movement, developing competence, making informed choices, and participating with confidence and motivation across different activities. Thus option A is correct. Watching sports, memorising information, or avoiding rules does not demonstrate the practical movement competence and confidence that physical literacy adds.