Physical Literacy Development Research Articles

Hotspots and trends in health-oriented physical literacy research: a visual analysis based on the WOS database

BackgroundThe World Health Organization has proposed that physical activity is a meaningful way to improve the quality of human life and reduce the probability of chronic non-communicable diseases and that humans should change their mindset from the actual effectiveness of physical activity in promoting health to the new view that “physical activity makes life more meaningful.” The introduction and development of physical literacy reveal the critical role of physical activity in improving human health and the importance of human initiative in physical activity for healthy development. Therefore, the objectives of this paper are (1) to conduct a bibliometric analysis of the literature on physical literacy, assessing the scope, frequency, and geographical distribution of research publications from various countries and institutions from 2015 to 2023; (2) to visualize keywords in articles on the topic of Physical literacy to analyze whether there is a link between physical literacy and health, and (3) based on the results of the visual analysis, we propose that proper health is built on the sense of physical literacy and further construct the circular path of physical literacy, physical activity, and physical health improvement.MethodsUsing VOSviewer software v.1.6.18, this study searched the core collection of the Web of Science database from 2015 to April 15, 2023, using “physical literacy” as a keyword to explore the current international research on physical literacy.ResultsA total of 3,446 articles were included, and a correlation map was derived based on the co-occurrence frequency of keywords, which showed that physical literacy was highly correlated with six concepts: health literacy, physical activity, health, children, adolescents, and prevention.ConclusionBased on the analysis of literature visualization techniques, there is a high correlation between physical literacy and health, and international physical literacy research is in a trend of multi-point amplification, with research hotspots gradually shifting from the field of sports to the field of health and closely related to the field of health, indicating that physical literacy aims to promote the achievement of individual health by driving humans to increase physical activity.

Mothers, social capital and children’s physical literacy journeys in rural Australia

ABSTRACT In rural communities in Australia, the provision of sport and physical activities for children almost exclusively relies upon parents and their ability to access and contribute to facilities, funding, volunteers, and administration. This paper brings Putnam’s social capital framework to Whitehead’s conceptualisation of physical literacy as a journey to offer original insight into children’s sport participation and the opportunities arising for physical literacy development in rural communities in Australia. Changes in sport participation in Australia and directions in sport policy set an important context for the project, which is located in a small rural community in Western Australia. It was recognised that access to and engagement with both formal and informal sport environments were important to examine, particularly given participation trends and the need to consider issues of equity and inclusivity concerning the physical literacy opportunities for children in diverse rural communities. Narrative inquiry methodology enabled in-depth exploration of issues of access and opportunity created through rural mothers’ social resources and identity. Participants provided rich insights into the realities and complexities of the rural social landscape and how this impacts their children’s participation. Data illustrates the importance of conceptual links between social capital and physical literacy development. The paper provides new perspectives for policymakers and the local community to consider in seeking more significant equity in children’s sport participation and physical literacy development in rural communities.

The Move2Smile Online Hub for Parents to Support Aspects of Preschoolers’ Physical Literacy at Home: A Feasibility Study

This study aimed to develop and evaluate the acceptability and feasibility of a web-based platform for parents to support preschoolers’ development of physical literacy. Specifically, this intervention focused on children’s motor and social-emotional skill development. Twenty parents (Mage = 35.7, SD = 4.2) of preschool-aged children (Mage = 4.1, SD = 0.6) were assigned three intervention modules and completed weekly usage and feedback questionnaires (1 = strongly disagree, 5 = strongly agree). Parents (n = 15) also completed a follow-up interview. Parents indicated the modules were useable (4.5/5), useful (4.5/5), feasible (4.4/5), enjoyable (4.5/5), and acceptable (4.5/5). Five themes underlying parental engagement were generated: (a) activity organization and planning, (b) (de)motivators, (c) parent knowledge and skills, (d) experience with the platform, and (e) application to everyday routines. The online modules under investigation were deemed both acceptable and feasible by parents. However, factors such as time and knowledge may impact parental engagement at home. Future research is needed to better understand the antecedents to parent physical literacy support behaviors in the early years.

Parents on the Concept of Physical Literacy: What Do They Know, What Do They Do, and What Do They Want?

Physical literacy development in early childhood, viewed by many as the foundation for lifelong physical activity engagement, is significantly influenced by parents. Our aim was to explore parents' understanding of physical literacy and gain insight into their perspectives on physical literacy promotion. We recruited 18 parents of children between 5 and 8years old in Australia. Using semistructured interviews and thematic analysis, we identified several key issues regarding parents' understanding and implementation of physical literacy. Parents expressed interest in improving their implementation of physical literacy practices and had (often unintentionally) provided support for physical literacy subcomponents in the past. However, they described difficulties prioritizing physical literacy above other parental demands and expressed conflicting perceptions regarding where the responsibility should lie for developing their child's physical literacy (e.g.,at home or at school). To ensure that the physical literacy "message" reaches parents, we encourage physical literacy promoters to consider the target (e.g.,responsibility, priorities, and awareness) of their promotional strategies. Further investigation into the influence of sociocultural and economic factors on parents' understanding and application of physical literacy is warranted.

Traditional sports culture: a fun sport to change the physical literacy of junior handball athletes

Purpose: This study aims to investigate the effects of traditional sports culture to change the level of physical literacy among junior handball athletes.
 Material and methods. This study applied an experimental method by using a pretest-posttest control group design. This study involved athletes from Bandung city (Indonesia) (n = 30) as participants. The recruitment process was conducted with a random technique through sending invitation via email. Participants were allocated to an experimental group (n=15) and a control group (n=15). Quantitative research instruments used physical literacy-movement competence domain, cognitive domain and affective domain. Data was analysis through IBM SPSS to test data normality, statistical descriptive (mean, standard deviation). Independent sample t-test was used to test differences in physical literacy scores before and after the experiment in the experimental and control groups. Meanwhile, the Paired sample t-test was used to test the effect of traditional sports culture towards changes in physical literacy levels in the experimental and control groups.
 Results. This study results show several findings. First, there was no significant difference in physical literacy between the experimental and control groups before receiving the experimental program (p>0.05). Second, there was a significant difference in physical literacy between the experimental and control groups after receiving the experimental program (p<0.05). Third, the experimental group proved to have an effect on changes in athletes' physical literacy levels (p<0.05), however there was no changes in the control group (p>0.05).
 Conclusions. Thus, this study confirms that traditional sports culture has proven to be effective in enhancing the physical literacy level of junior handball athletes. This research contributes to the development of physical literacy in athletes, which can be used in future to accelerate their achievements in handball and this research provides important information for coaches, teachers and lecturers about the importance of using traditional sports culture.

Exploring Knowledge of the Concept of Physical Literacy among Rehabilitation Professionals, Students and Coaches Practicing in a Pediatric Setting

Approximately 22% of Canadian children with physical disabilities meet the daily physical activity recommendations. Physical activity is attributed to physical literacy, a conceptualization of the domains required to be physically active throughout life. In Canada, pediatric rehabilitation professionals’ and coaches’ roles are essential for developing physical literacy. The aim of the study was to explore knowledge of physical literacy and strategies for developing physical literacy for children with physical disabilities among pediatric rehabilitation professionals, students, and coaches in Quebec. Semi-structured interviews were conducted with pediatric rehabilitation professionals, students and coaches and thematically analyzed using NVivo. Twenty professionals and students reported having variable knowledge about physical literacy, but suggested that adaptation, play and interdisciplinarity were essential in the development of physical literacy for children with physical disabilities. Participants highlighted the need to redefine fundamental movement skills for children with physical disabilities. Despite perceiving varied knowledge of the physical literacy concept, pediatric rehabilitation professionals and coaches described essential domains to foster physical literacy in children with disabilities. Pediatric rehabilitation professionals and coaches play a vital role in fostering physical literacy. Therefore, it is essential to support the development of knowledge that may support professionals, such as through training programs and continuing education.

Differences between barefoot and shod performance in selected fitness tests in adolescents

Physical fitness is an important health indicator and component of physical literacy. Therefore, monitoring youth fitness performance is crucial for identifying potential health risks and tracking physical literacy development. Over the years, many fitness test batteries have been developed while different protocols for footwear have been used in fitness testing. The comparison of fitness results performed in different footwear could therefore be questioned. Thus, the purpose of this study was to examine the differences between barefoot and shod performance of selected motor tests in adolescents. Eighty-six adolescents aged between 14 and 16 years performed standing long jump, 20-m shuttle run, and polygon backwards in both footwear conditions. A strong correlation (r=0.83-0.95) was noted between both performances. No significant differences between barefoot and shod performance in the standing long jump and the backward obstacle course test were found, while significant differences were noted in the 20-m shuttle run. In this test, both, boys and girls performed better in shod conditions. Interestingly, there were no significant differences in performance of all tests among those who are habitually barefoot and others. From practical perspective, this study demonstrated that researchers could compare scores of samples in barefoot and shod performance of standing long jump and backward obstacle course tests. However, when physical teachers compare individual scores over the years, this should be made under the same footwear conditions, as differences in test conditions can provide a distorted picture of motor development.

The role of the cultural environment in the development of physical literacy and physical activity of Iranian children

BackgroundThe investigation of physical literacy (PL) and physical activity (PA) should be done in an ecological context because the socio-cultural situation can encourage or inhibit children’s activity. The present study aimed to study the role of the cultural environment in the development of PL and PA in Iranian children.MethodsThe statistical population consisted of Iranian children aged 8 to 12, of whom 270 students were recruited by cluster sampling from six provinces. They complete the Canadian Assessment of Physical Literacy 2 (CAPL-2) and the International Physical Activity Survey. To examine the cultural environment, the components of geographic location (west, south, central, east, and northwest), place of residence (downtown, suburban, and village), and gender (boys and girls) were used. A multivariate ANOVA analysis was used to analyze the data.ResultsFrom the geographic location, the findings showed that students inhabit in the west and east of Iran have significantly higher scores than their counterparts living in the central, south, and northwest at PA and PL (P < 0.001). From the place of residence, we observed a higher level of PA and PL in children living in the village than in those living in the suburbs and downtown (P < 0.001). In terms of gender, boys have higher PL and PA scores (P < 0.001).ConclusionThe findings demonstrate that socio-cultural factors, geographic location, place of residence, and gender have different impacts on children’s PL and physical activity. Therefore, we suggest using ecologically appropriate decentralized planning in a physical education curriculum.

Relationship among positive self-esteem, physical literacy, and physical activity in college students: a study of a mediation model.

In light of the substantial decline in physical activity during college years, this study aims to examine the relationship between positive self-esteem, physical literacy, and physical activity in order to investigate the mechanisms for improving physical activity in college students and to provide a foundation for future interventions. A cross-sectional study design was employed in this study. A total of 5,184 Participants, aged between 17 and 21 years (M = 18.97, SD = 1.10), completed the Positive Version of Rosenberg Self-esteem Scales, Perceived Physical Literacy Instruments, and the International Physical Activity Questionnaires. A mediation model was utilized to explore the associations among the three concepts. The three regression models were as follows: Physical literacy = 18.03 + 0.98 *Self-esteem, Physical activity = 43.23 + 0.16 *Self-esteem, and Physical activity = 28.18 + 0.11 *Physical literacy. Positive self-esteem, physical literacy, and physical activity were significantly linked with each other. Physical literacy mediated 26.93% of the effect, indicating a partial mediator in the relationship between positive self-esteem and physical activity. The mediating effect of physical literacy on the relationship between positive self-esteem and physical activity was identified. Our findings support the development of positive self-esteem and physical literacy in college physical education curricula as part of an overall program to address students' physical inactivity at school and in the future. This study provides a new intervention perspective for improving physical inactivity in college students.

Early childhood educator outcomes from online professional development for physical literacy: A randomised controlled trial

IntroductionEarly childhood is recognised as a critical window of opportunity for physical literacy development, however early childhood educators typically lack the training required to effectively provide appropriate physical literacy opportunities for children. We examined the effects of an online physical literacy professional development program—relative to continuing with ‘standard’ practice—on early childhood educators’ physical literacy knowledge and application. MethodsWe conducted a parallel two-arm randomised controlled trial, in which 88 early childhood educators were randomly assigned to an online professional development program designed to support educators’ physical literacy instructional skills (intervention arm; n = 37), or a ‘standard practice’ control condition (n = 51). Data were collected prior to and after the four-week intervention period. We measured educators’ physical literacy knowledge and application (our primary outcome) through independent coding of open-ended survey responses, and educators’ self-reported perceptions of values, confidence, behaviours, and barriers (secondary outcomes). Between-group differences were assessed through analysis of covariance. ResultsOne intervention arm participant withdrew from the study, resulting in 87 participants included in analysis. Educators in the intervention arm scored significantly higher on post-intervention physical literacy knowledge (d = 0.62) and application (d = 0.33) than those in the control arm. Educators in the intervention arm also scored significantly higher than controls on confidence in teaching physical activity (d = 0.42) and significantly lower than controls on perceived personal barriers to physical activity (d = 0.53). Thirteen participants in the intervention arm (36%) did not begin the online professional development program. ConclusionImprovements in physical literacy instructional outcomes indicate the potential for further investigation into broader implementation of online professional development programs of this nature in the future.

Early Years Physical Activity and Motor Skills Intervention-A Feasibility Study to Evaluate an Existing Training Programme for Early Years Educators.

one-day training course "Physical Literacy in the Early Years", an age-appropriate theoretical and practical training course to support the development of physical literacy. recruitment, retention, acceptability of intervention and outcome measures. change in Educators' knowledge, intentions and behaviour, and change in children's BMI z-score, PA and FMS. Eight settings were recruited; all Intervention Educators completed the training. Six settings participated at follow-up (four Intervention, two Control). The target for Educator recruitment was met (two per setting, total n = 16). Questionnaires were completed by 80% of Intervention Educators at baseline, 20% at follow-up. Control Educators completed zero questionnaires. No Educators took part in a process evaluation interview. Forty-eight children participated at baseline, 28 at follow-up. The intervention was deemed acceptable. The recruitment, retention and acceptability of measurements were insufficient to recommend proceeding. Additional qualitative work is needed to understand and surmount the challenges posed by the implementation of the trial.

Utilization of E-Portfolios for Charting the Physical Literacy Journeys of Students in Secondary PE Classes

A physically educated person is characterized as an individual who has the motivation, competence, understanding, and knowledge to enjoy physical activity in a healthy way. Given that physical literacy (PL) development is a lifelong process, the recording of the process, called charting, has critical importance in PL development. This study aimed to explore features of student participation in an e-portfolio for charting PL and its impacts on student learning. Participants were 10 middle school students selected on the basis of gender, technological competence, and interest in physical education. Participants took part in PL charting programs for 10 weeks by utilizing an e-portfolio developed by the researcher. Data were collected from semi-structured interviews with participants and student work samples retrieved from the e-portfolio. The features of students’ PL charting in the e-portfolio were categorized as (a) digital fumblers, (b) superficial participants, (c) passionate creators, and (d) journey reflectors, depending upon the levels of technological competence and motivation for PL recording activities. Participation in PL charting through an e-portfolio (a) enhanced sense of achievement and motivation for future PL growth in students, (b) enabled students to obtain tailored strategic support from the teacher, and (c) helped them perceive learning as continual growth. The findings of this study suggest an e-portfolio can be a viable tool for PL charting by providing opportunities to keep track of students’ learning process and reflect on their PL-related learning activities.

Leveraging the construct of physical literacy to promote physical activity for youth with obesity – A qualitative analysis of physical therapists’ perceptions

BackgroundPromoting physical activity has been identified as a pillar of obesity treatment and prevention. However, youth with obesity often present with physical, affective, and environmental barriers to physical activity engagement. The construct of physical literacy, which has garnered international attention as a holistic approach to understanding human movement, may improve physical activity promotion strategies for youth with obesity. However, literature has shown that healthcare providers are not engaged with the construct of physical literacy. MethodsThis qualitative study utilized a phenomenological approach and interpretivist epistemology. Three phases of data collection included member checks, semi-structured interviews, and a focus group with physical therapists treating youth with orthopedic and sport injuries. Simultaneous data collection and inductive analysis was designed to identify themes reflecting how participants utilized the construct of physical literacy to promote physical activity in a clinical setting. ResultsFour overarching themes were identified in our analysis as strategies for promoting activity and physical literacy development: 1) Movement Experience, 2) Individualized Care, 3) Movement Momentum, and 4) External Factors. ConclusionThe findings from this study highlight the usefulness of applying a physical literacy lens within physical activity promotion efforts among youth, which may be particularly important for youth with obesity. A high value was placed on the affective and behavioral determinants of physical activity. By applying a physical literacy lens, healthcare providers treating youth with obesity may be better equipped to address barriers and promote participation in physical activities that are enjoyable and build confidence. The findings from this study provide a foundation for future studies examining how healthcare providers can leverage the construct of physical literacy to improve physical activity outcomes among youth.

Acceptability of a parent-focused program for physical literacy development among parents and children during the COVID-19 pandemic: A qualitative study.

BackgroundA 3-month parent education program was designed and implemented in Hong Kong to improve physical literacy (PL) among primary school children and their parents during the COVID-19 pandemic. This study aims to probe into the acceptability of the intervention from parental perspectives, providing more insights for future implementation.MethodsFollowing the 3-month parent-focused PL program, 16 parents (mean age = 43.73 years, 15 mothers) were recruited to participate in semi-structured individual interviews in June 2021. Interviews were analyzed using thematic analysis in NVivo 12. Two coders analyzed interview transcripts deductively based on the interview guide and social cognitive theory (SCT).ResultsThree themes were identified that captured the acceptability of the program: (1) Addressing needs through appropriate delivery enhances acceptability of intervention; (2) Positive behavioral and psychological changes to families; (3) Appropriate support of environmental factors can enhance the sustainability of program effects. The high levels of acceptability were attributable to the fact that parents were able to learn and be a gatekeeper to impact their children positively. Moreover, the design and contents of the program were appropriate for the participating parents because the program provided adequate learning resources and interactive learning support without being overly rigid, and the online learning mode was feasible and convenient. Consequent to their participation in the program, parents expressed that they became more aware of the importance of PL, established physical activity routines with their children, and modified their parenting styles which resulted in improved parent-child relationships.ConclusionsThe current study provided evidence that engaging parents in the intervention was feasible and acceptable approach in supporting both parents and children to establish physically active routines in the family setting. The insights gained regarding the appropriateness and acceptability of the program in this specific context may be used to inform the design, implementation and sustainability of other parent-focused PL programs.

Parent-focused online intervention to promote parents’ physical literacy and support children’s physical activity: results from a quasi-experimental trial

BackgroundThe development of physical literacy (PL) early in life may influence children's subsequent physical activity (PA) participation and consequent health benefits across the life course. Interventions designed for parents are lacking, but such efforts can potentially enhance the PL of parents and their children’s PA participation. Additionally, there is insufficient evidence to support the feasibility of delivering a PL intervention using an online format. Therefore, the purpose of this study was to examine the feasibility and effectiveness of a parent-focused, theory-driven, online-delivered intervention designed to improve the parents’ PL and children’s PA behaviors.MethodsA non-randomized trial was conducted to evaluate the effects of the program. 224 Hong Kong families (primary school-aged children and their parents) registered to the program were considered the experimental group and were exposed to an online intervention over three months. Another 220 families in Hong Kong were considered the comparison group and did not receive any intervention. Outcome measures included PA behaviors (daily steps and moderate-to-vigorous PA), parent–child co-activity behaviors, family PA routines, and parent perceived PL. Linear mixed models were used to analyze the differences in terms of changes in measured outcomes between groups over time.ResultsNo significant group-by-time effects were found for children’s or parents’ PA behaviors. In terms of the family Co-PA routines, a small positive effect size in favor of the experimental group was found (p = .44, d = 0.2). Group-by-time effects favorable to the experimental group was detected for parent–child co-activity (p < .001, d = 0.7) and parental PL (p < .001, d = 0.9) at post-intervention. The results demonstrated that the intervention was acceptable and that there was potential for scale up.ConclusionsFindings indicated that the intervention was effective in increasing parent–child co-activity and parent perceived PL. During the pandemic, online intervention delivery was found to be feasible. Using this mode of delivery, the intervention has the potential to reach a wide population in the local context.Trial registrationThe study was prospectively registered at the Chinese Clinical Trial Registry, Registration number: ChiCTR2100041903, Registered 09 January 2021.

Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol.

Simple SummaryActive breaks have led to improvements in physical fitness, daily steps taken or even improvements in the health of participants who have taken them. However, no study has assessed how they affect physical literacy (PL). This study will try to explore the effect of a programme based on active breaks (PLBreaks) on PL and body composition of schoolchildren. For this purpose, the PLBreaks programme will be carried out for 3 months and 3 days a week. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activities. The second block will be focused on the physical competence and motivation through games. Furthermore, a control group who will follow their usual daily activities is included. This would allow the investigation of whether the PLBreaks programme leads to an improvement in PL and body composition in schoolchildren. If the effectiveness of the programme is demonstrated, the programme could be included in public education programmes, representing a scientific advance in terms of improving health-related PA and adherence, as well as the prevention of diseases associated with inactivity.(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.

Transforming Motivation for Exercise in a Safe and Kind Environment-A Qualitative Study of Experiences among Individuals with Type 2 Diabetes.

Exercise is a cornerstone in diabetes care; however, adherence is low and sustaining physical activity remains a challenge. Patient-centered diabetes self-management education and support are recommended; however, sparse literature exists on how to design exercise interventions that improve self-management in individuals with complications of type 2 diabetes mellitus (T2D). We aimed to gain insights into needs, barriers, and motivation based on experiences with exercise participation among individuals with T2D and complications to adjust and develop new types of tailored, supervised exercise classes in specialized care at three hospitals in Denmark. In keeping with a constructivist research paradigm, a qualitative hermeneutic approach using focus group interviews was applied to explore perspectives among different participants in terms of disease severity. Seven interviews with 30 participants (aged 49–88) representing seven different exercise classes, were conducted over three years. Reflective thematic analysis was used. Four themes were generated: People like us, Getting started with exercise, Game changers, and Moving forward. An overarching theme ‘The transformation of motivation when exercising in a safe and kind environment’ links the themes together, resembling the participants’ development of physical literacy encompassing motivation, confidence, physical competence as well as an ability to value physical activity. Supportive patient-centered exercise classes promoted a transformation of motivation grounded in the development of physical literacy among participants in specialized diabetes care. However, participants were concerned with continuing to exercise on their own after the intervention, as they experienced a lack of continuous, supervised exercise opportunities in local communities.

Primary school teacher outcomes from online professional development for physical literacy: A randomised controlled trial

IntroductionPrimary (or elementary) school teachers are often relied upon to provide children with opportunities for physical literacy development; however, many of these teachers feel they lack the skills to effectively promote or ‘teach’ physical literacy. We examined the effects of an online physical literacy professional development program—relative to receiving widely-available online resources or continuing with ‘normal’ practice—on primary school teachers’ physical literacy knowledge and application. MethodsA parallel three-arm randomised controlled trial in which 92 primary school teachers were assigned to (a) an online professional development program designed to support teachers’ physical literacy instructional skills (‘intervention’), (b) receive widely-available online physical literacy resources (‘comparison’), or (c) a typical practice ‘control’ condition. Data were collected at baseline and following the four-week intervention period. The primary outcome was teachers’ physical literacy knowledge and application; secondary outcomes included teachers’ self-reported perceptions of confidence, values, and barriers. Between-group differences were assessed using the intention-to-treat principle with analysis of covariance accounting for demographic factors and baseline differences in the focal outcome. ResultsTeachers in the intervention arm scored significantly higher on post-intervention physical literacy knowledge and application than their counterparts in both the control (d = .47, p = .044) and comparison (d = 0.87, p = .007) arms. This pattern of differences was also observed for teachers’ value of physical literacy, autonomy support, and perceived personal barriers. ConclusionTo the best of our knowledge, this is the first adequately powered randomised controlled trial to demonstrate improvements in physical literacy instructional outcomes as a result of primary school teacher participation in targeted online professional development.

Exploring a parent-focused physical literacy intervention for early childhood: a pragmatic controlled trial of the PLAYshop

BackgroundParents play a key role in young children’s physical activity and physical literacy development. Little research has explored parent-focused interventions to improve young children’s physical literacy. We examined if a theory-based, feasible physical literacy training workshop (PLAYshop) for parents could improve their physical literacy knowledge and confidence and improve parenting practices related to facilitating the physical literacy development of their preschool-aged child (3-5 years). The secondary objective was to explore implementation facilitators and barriers.MethodsWe conducted a pragmatic controlled trial in two Canadian cities (Edmonton and Victoria) from November 2019 – March 2020. A total of 143/151 parents were eligible and assigned to intervention (n = 71) or control group (n = 72). The PLAYshop included: (i) a 75-min in-person workshop with interactive activities and physical literacy educational messages, (ii) educational materials, (iii) an equipment pack, and (iv) two post-workshop booster emails. Surveys measured parents’ knowledge and confidence at baseline and follow-up. Application of PLAYshop concepts and implementation facilitators and barriers were explored with interviews of parents and workshop leaders. Repeated measures ANOVAs and thematic analyses were completed.ResultsParents’ knowledge and confidence improved significantly over time; intervention group changes were significantly greater than control group changes (p < 0.001; ɳ2 = .32). Parents applied PLAYshop concepts at-home, including child-led play, making activities fun, and promoting child manipulative and locomotor skills. Time was a key parental implementation barrier. Program implementation issues varied by context (location and participants).ConclusionsPLAYshop participation changed parents’ physical literacy knowledge and confidence and physical literacy enhancing play with their children. Implementation feasibility was high. The findings from this real-world trial highlight an efficacious and scalable intervention that warrants further testing.Trial registrationClinicalTrials.gov: NCT04394312. Registered 19/05/2020.

Preschool to School-Age Physical Activity Trajectories and School-Age Physical Literacy: A Longitudinal Analysis.

The associations between longitudinal physical activity (PA) patterns across childhood and physical literacy have not been studied. The purpose of this study was to identify PA trajectories from preschool to school-age, and to determine if trajectory group membership was associated with school-age physical literacy. Participants (n = 279, 4.5 [0.9]y old, 48% girls) enrolled in this study and completed annual assessments of PA with accelerometry over 6 timepoints. Physical literacy was assessed at timepoint 6 (10.8 [1.0]y old). Group-based trajectory analysis was applied to identify trajectories of total volume of PA and of moderate to vigorous PA and to estimate group differences in physical literacy. Three trajectories of total volume of PA and of moderate to vigorous PA were identified. Groups 1 (lowest PA) included 40% to 53% of the sample, groups 2 included 39% to 44% of the sample, and groups 3 (highest PA) included 8% to 16% of the sample. All trajectories declined from timepoint 1 to timepoint 6. School-age physical literacy was lowest in trajectory groups with the lowest total volume of PA or moderate to vigorous PA over time (P < .05). PA should be promoted across early and middle childhood, as it may play a formative role in the development of school-age physical literacy.