Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents

Abstract

This study conducts a systematic literature review and meta-analysis on physical literacy, with a focus on gender comparisons among school-aged children and adolescents. Physical literacy (PL) is a multidimensional concept involving social and environmental interaction, knowledge and understanding, motivation and confidence, as well as physical competence. The aim of this study is to evaluate the impact of interventions on these domains and to examine the existing gender gap. The methods employed include a Systematic Literature Review (SLR) and meta-analysis, with data sourced from the Scopus and PubMed databases. The analysis was performed using fixed and random effects models, with publication bias evaluated through Funnel plot, Rank Correlation Test, and Egger's Test. The results indicate that PL interventions have significant effects on several domains with gender-based differences. The social and environmental interaction domain showed no overall significant effect, whereas the knowledge and understanding, and motivation and confidence domains exhibited small but significant effects, with females tending to demonstrate better outcomes. The physical competence domain showed a moderate and significant influence, with males showing greater improvement. The overall physical literacy domain exhibited a significant positive effect, emphasizing the importance of a holistic approach in PL interventions. These findings provide evidence-based recommendations for more inclusive physical education practices and school policies, and help address the gender gap in the development of physical literacy. Keywords: Physical literacy, gender, children and adolescents, domains, potential development