Purpose. This study aimed to examine the effectiveness of an integrated play-based circuit training model in improving locomotor movement skills among preschool-aged children. The need for structured and engaging physical activity models in early childhood education is increasingly recognized, particularly in light of growing concerns regarding declining motor competence in young children. Materials and methods. A quasi-experimental design was employed involving 40 children aged 5–6 years, who were randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group participated in an 8-week intervention combining circuit-based motor activities with playful elements, conducted three times per week. The control group engaged in routine, unstructured physical activities. Pretest and posttest assessments of locomotor skills were conducted using the Test of Gross Motor Development–2 (TGMD-2). Statistical analyses included paired and independent t-tests to evaluate within-group and between-group differences, respectively, with the level of significance set at p < 0.05. Results. The experimental group demonstrated a statistically significant improvement in locomotor skills compared to the control group. Mean posttest scores increased more substantially in the experimental group, indicating the effectiveness of the integrated model in enhancing movement competence. Conclusions. The findings support the hypothesis that a play-based circuit training model is effective in improving locomotor skills in preschool-aged children. This approach provides a practical, enjoyable, and developmentally appropriate method for early childhood educators to support motor development. Future research should investigate broader implementation strategies and the long-term impact of such interventions on physical literacy.

Using the Perceived Physical Literacy Instrument (PPLI), we explored the factor structure and constructed a structural model for the Perceived Physical Literacy (PL) of educational/sports college students. Content validity and consistency of PPLI (18 entries) were selected and validated. The questionnaire was contested to the educational/sports college's students, screened as the research participants. Using SPSS as a computational tool, exploratory factor analysis was conducted, followed by validation factor analysis to determine the factor structure of the structural model. The content validity I-CVI of the PPLI was 0.8-1 and the S-CVI was 0.93, which is satisfactory for content validity and consistency. The structural model was determined to be a 3-factor, 16-item factor structure with satisfactory validity. During exploratory factor analysis, all items loaded from 0.64 to 0.90 (Cronbach's alpha, 0.83-0.88). During exploratory factor analysis, all factor loadings ranged from 0.84 to 0.93. As an assessment tool, the PPLI is valid and reliable for perceived physical literacy among educational/sports college students. Our study observed that sports college students possess a relatively comprehensive range of perceptual PL phenomena. The affordances of the sport environment given maybe are not a sufficient condition for perceiving PL, and maybe not a necessary one.

Background: Physical literacy (PL) is a key factor in maintaining physical activity (PA) among youth, but its link to physical activity levels (PALs), both measured objectively and subjectively, is still unclear—especially in preadolescents. Purpose: This study examined gender differences in PL and PAL and explored links between PL and both objectively (accelerometry) and subjectively (PAQ-C) measured PA in Croatian elementary school children. Methods: A cross-sectional study of 154 children (63 girls, 91 boys) aged 8–10 assessed PL using the PLAYself questionnaire and PAL using accelerometers and the PAQ-C. Gender differences were analyzed with the Mann–Whitney U test and effect sizes, and PL–PA associations were examined using Spearman's correlation. Results: Boys reported higher PAQ-C scores (3.57 vs. 3.17, p=0.001), more daily steps (11330 vs. 9664, p = 0.04), and greater vigorous PA (39.05 vs. 19.63 min/day, p=0.001). Girls scored higher in the literacy subdomain of the PL (223.00 vs. 202.26, p=0.03), but no significant gender differences were found in total PL scores. The correlations between the PL and PAQ-C were stronger in boys (r=0.58) than in girls (r=0.30), whereas the correlations with accelerometer-derived PA were weak or nonsignificant. Discussion and Conclusions: Findings show gender differences in PA levels but not in PL. The mismatch between subjective and objective PA measures highlights the value of using both. Results point to the need for targeted efforts to boost vigorous PA in girls and suggest that self-reported PA may better reflect PL in this age group.

Background: Physical literacy (PL) is internationally recognised as a foundational concept in physical education, supporting lifelong engagement in physical activity. However, how PL is conceptualised, assessed, and implemented within Indonesian school contexts remains unclear, and no systematic synthesis of existing national research has been conducted. Objective: This study aimed to systematically review and synthesise empirical research on physical literacy in Indonesia, with particular attention to conceptual frameworks, assessment approaches, and implementation practices in school-aged populations. Methods: A PRISMA-guided systematic literature review was conducted using Scopus, PubMed, OpenAlex, Semantic Scholar, DOAJ, and Garuda databases. Studies published between 2020 and 2024 were screened, yielding 5,056 records, of which 20 met the inclusion criteria. Data were analysed using narrative synthesis across key thematic domains. Finding/Results: Most studies focused on primary school students and conceptualised physical literacy primarily through fundamental motor skills. Multidimensional PL frameworks encompassing motivation, confidence, knowledge, and lifelong engagement were rarely applied. Assessment methods were highly heterogeneous and lacked standardised, culturally adapted instruments. Although school-based interventions demonstrated short-term improvements in motor competence and physical activity, broader affective and cognitive dimensions of PL were largely neglected. Key challenges included limited teacher understanding of PL and the absence of explicit integration within the national curriculum. Conclusion: Physical literacy research in Indonesia remains fragmented and predominantly skill-oriented, with limited alignment to holistic PL principles. There is a clear need for culturally relevant frameworks, validated assessment tools, and strengthened teacher professional development. Future research should adopt comprehensive PL models and examine long-term, multidimensional interventions to better support children’s physical, cognitive, and affective development.

In response to the ongoing educational reform and the global movement toward diversified physical education, this study explores effective strategies for integrating emerging sports into primary school physical education (PE) curricula in China. Using literature analysis, teaching experiments, and comparative research, the study examines the application of rope skipping, roller skating, and orienteering as innovative modules in PE instruction. A four-dimensional integration framework—comprising progressive skill reconstruction, spiral physical fitness enhancement, interactive and interest-oriented pedagogy, and multi-dimensional evaluation—was developed and tested in teaching practice. Results indicate that curriculum integration of emerging sports significantly improves students’ motor skills, physical fitness, and learning motivation while promoting teamwork and self-efficacy. The study concludes that effective integration should adhere to the principles of scientific design, enjoyment, and practicality, using gamification, situational learning, and competition-based instruction. This framework offers a new pathway for promoting holistic physical literacy and health-oriented development among primary school students.

A growing body of studies has shown that fundamental movement skills (FMS) and physical activity (PA) are crucial for preschoolers' development. However, most Hong Kong preschoolers still do not meet the WHO guidelines for PA and demonstrate poor FMS performance. The present study examined the effectiveness of physical activity routines, education, assessment, literacy, and information technology application in young children (PA-REALITY), a social cognitive theory-based movement education program led by preschool teachers. Twenty-nine preschools signed up for the program and were cluster-randomized into an experimental group (15 preschools) and a wait-list control group (14 preschools). Totally 440 (age = 4 ± 0.95 years; 54.5% male) preschoolers took part in the baseline test and 349 preschoolers from 26 schools took part in the post-test (10 months). We delivered intervention contents including teacher workshops, teaching materials (booklet, simple sports equipment), and a mobile application to teachers. At baseline and post-test (10 months), respectively, preschoolers' FMS proficiency, PA, and executive function (EF) were assessed using objective tools. Mixed-linear models using intention-to-treat analyses were used to examine intervention effects. Participants in the experimental group showed significant improvements in catch (B = 0.37, p < .001) and moderate-to-vigorous PA (B = 4.49, p = .04) at 10 months, compared with participants in the wait-list control group. No effects were found for total PA other FMS and EF outcomes. The PA-REALITY intervention improved some FMS outcomes and MVPA at 10 months. These results highlight the important roles of teachers in developing children's movement skills and PA. Continuous professional development training for teachers may be an effective and sustainable way to improve existing practices.

ABSTRACT Background: Physical literacy (PL) has been increasingly recognized as being associated with health and well-being, yet its association with academic achievement (AA) remains underexplored, particularly in non-Western contexts like China. Purpose: This study examined the association between perceived physical literacy (PPL) and AA among Chinese undergraduate students. Methods: A cross-sectional study was conducted with 4,108 first-year students from 15 universities across seven cities in China. PL was assessed using the Perceived Physical Literacy Instrument, and AA was measured through students’ cumulative grade point average (GPA). Multiple regression and logistic regression models were used to analyze the association between PPL components and GPA, adjusting for potential confounders (e.g. BMI, parental education, ethnicity, and lifestyle behaviors). Results: Significant associations were observed between components of PPL and AA. Among male students, motivation was the strongest predictor of GPA (B = 0.07, β = 0.56, p < 0.001), while among female students, confidence and physical competence showed the most robust association (B = 0.12, β = 0.49, p < 0.001). Students with high overall PPL demonstrated better AA compared with their low-PPL peers, with adjusted odds ratios of 0.95 for males and 1.38 for females, after controlling for potential confounders. Conclusion: This study highlights the potential of PPL to support the academic development among Chinese undergraduates. Future research should explore longitudinal and intervention-based approaches to establish causal relationships and guide policy development. Impact Statement: This study confirms PL as an important educational asset for Chinese university students, demonstrating its contribution to learning performance rather than functioning solely as a health-related concept. By identifying which aspects of PL are most influential for academic outcomes, the findings provide actionable guidance for refining physical education pedagogy and strengthening evidence-based curriculum decision-making in higher education.

Fundamental movement skills (FMS) and behavioral self-regulation (SR) are important for lifelong physical activity (PA). While physical literacy (PL) mediates child PA, its broader developmental impact in early childhood education (ECE) remains underexplored. The Active Start feasibility study examined a 10-week PL-based intervention’s effects on FMS (stationary, locomotion, object control), total motor competency and behavioral SR, as well as sex-based differences, among 3–5-year-olds in Somerville, Massachusetts childcare centers. Children (mean age = 3.8 years, 55% boys) were randomized by childcare center (two per condition) into intervention (n = 39) or control (n = 35) groups. Outcomes were measured at baseline and final using the Peabody Developmental Motor Scales for FMS and motor competency and the Head–Toes–Knees–Shoulders task for SR. Intervention effects were assessed using linear mixed-effects and zero-inflated mixed-effects hurdle models, with interactions examining sex-based differences in program effectiveness. Stationary skills had a net average improvement of 2.3 points in the intervention group compared to the control (p < 0.01). No significant treatment effects were observed for locomotor, object control, total motor competency or behavioral SR skills (p > 0.05). The treatment effects did not significantly differ by sex. PL-based ECE interventions may enhance stability skills in motor development, but further research in larger samples is needed to determine broader impacts on early childhood development.

ABSTRACT The current study evaluates the secondary outcomes of the Active Learning in Physical Literacy (ALPHYL) randomized controlled trial; a classroom-based intervention aimed at enhancing children’s physical literacy through physically active learning (PAL) and quality physical education (PE). A total of 332 fifth-grade students (51.8% girls; mean age: 10.8 years) from six schools were randomly assigned to experimental or control groups. The 9–10-week intervention included daily PAL activities and quality PE lessons, guided by the SAAFE principles. Multilevel linear models assessed outcomes across four domains of physical literacy: physical, psychological, social, and cognitive. Significant group-by-time interaction effects were found for cardiovascular endurance, light PA, and task-involving climate. The experimental group showed improvements in cardiovascular endurance and maintained light PA levels, while a decline in perceived task-involving climate was observed. No significant effects were detected in psychological, or cognitive variables, although descriptive data indicated high enjoyment in school among the experimental group. The ALPHYL intervention improved physical and behavioural aspects of physical literacy, supporting its role in promoting cardiovascular fitness and active behaviours. The findings underscore the importance of long-term, comprehensive strategies to foster holistic child development through school-based PA.

This study used a cross-sectional survey design to examine how Chinese physical education institutions employ technology to improve pedagogy, classroom climate, educational resources, and students’ information use and comprehension. Six hundred fifty undergraduate students from Henan, Hebei, Guangdong, Jiangsu, and Sichuan participated in the survey, which was analyzed using structural equation modeling (SEM) based on Social Cognitive Theory and the Technology Acceptance Model. The results indicate that technology, teaching methods, learning materials, and classroom atmosphere all contribute to promoting information literacy. The study engaged mediation and moderation effects to elucidate how psychological and contextual factors influence physical education information literacy, thereby advancing both theory and practice. Self-efficacy mitigated the impacts of instructional materials and classroom climate, while self-reported academic performance increased the effects of technology tools and pedagogical techniques. The cross-sectional investigation found associations rather than causality. Results show that consistent staff training, equal access to resources, and initiatives to promote students’ self-esteem in using technology in physical education are priorities.

This study aimed to analyze whether recreational soccer, through small-sided and traditional soccer formats, can promote improvements in different dimensions of physical literacy among adolescents with high cardiometabolic risk. Methodology. A randomized controlled trial was conducted with two experimental conditions (small-sided soccer games and traditional soccer) and one control condition. A total of 51 male adolescents aged 11–15 years with high cardiometabolic risk participated in the study. A model including three dimensions of physical literacy was established: physical, psychological, and cognitive dimensions. Data were standardized using z-scores to allow variable weighting within the model, and effect sizes and ANCOVA were used for inter- and intragroup comparisons. Results. The overall effect on physical literacy was small (ES: 0.31). The small-sided soccer group showed better results in the physical and psychological dimensions. The per-protocol analysis showed small effects in the high-adherence groups (ES = 0.43 and 0.38) and significant within-group differences; however, the post hoc analyses only revealed trends when compared with the low-adherence groups. Conclusions. Recreational soccer, whether in SSG or TSG formats, was insufficient to elicit significant improvements in physical literacy among adolescents with high cardiometabolic risk. Participants with higher adherence showed better outcomes, with SSG showing a clear tendency toward greater improvements in the physical and psychological domains.

Associations between cardiorespiratory fitness, activity behavior, physical literacy and parental sports participation in children with a critical congenital heart disease.

This study examined the impact of a self-monitoring intervention on physical activity, health literacy, and health-related quality of life (HRQOL) in older adults receiving long-term care (LTC) in a non-randomized controlled trial (non-RCT). This non-RCT included participants undergoing rehabilitation at a daycare center between January and April 2024. Inclusion criteria were age ≥ 65years, ambulatory status, and consent to participate. Those who did not meet LTC levels and those with dementia were excluded. Two-group comparisons at baseline were conducted using unpaired t-test, Mann-Whitney U test, or χ2 test. The effects of the intervention on step count, sedentary behavior, physical activity intensity, health literacy, and HRQOL were analyzed using a two-way mixed effects model with repeated measures with two factors: group (control, intervention) and time (baseline, 12-week follow-up), with 95% confidence intervals. There were no significant differences between the intervention group (n = 36) and the control group (n = 26) at baseline. Interaction effects were significant for the step count, sedentary behavior, and HRQOL in repeated measures two-way mixed ANOVA for group (intervention and control) and time (baseline, 12-week follow-up) (p < 0.05). The self-monitoring intervention to promote physical activity in a non-RCT was found to increase steps, decrease sedentary behavior, and improve HRQOL in older adults receiving LTC.

BackgroundThe positive impact of fundamental movement skills on physical activity in young children has been shown in previous studies, but little is known about the association between fundamental movement skills and cognitive development in young children. This study protocol describes a 10-month, four-arm cluster randomized crossover trial evaluating the effectiveness of the “Advancing Movement and Physical Literacy Earlier” (AMPLE) program in promoting physical literacy and executive function among 3-5-year-old children in 18 Hong Kong kindergartens.MethodsThis program integrates fundamental movement skills training with cognitively challenging activities. Four classes per kindergarten will be randomly assigned to one of four conditions: (1) combined fundamental movement skills and cognitive challenge, (2) sedentary with cognitive challenge, (3) fundamental movement skills alone, or (4) sedentary without cognitive challenges. Each condition involves 30-minute sessions, three times per week, with a six-week washout period between the three-week intervention phases. The research team will use multiple objective measures and self-report measures, covering the elements and domains of the assessment of physical literacy and executive function. Three follow-up tests will be conducted within six months after the end of the intervention to evaluate the long-term impact of the program. Intervention implementation and fidelity will be assessed through focus group interviews with teachers and principals.DiscussionThe “AMPLE” program aims to strengthen the theoretical understanding of motor‒cognitive connections, inform early childhood education practices, and contribute to public health strategies promoting lifelong physical activity. Ultimately, the program seeks to provide evidence-based interventions for fostering holistic child development and establishing healthy lifestyle habits.Trial registrationThe protocol has been registered at Chinese Clinical Trial Registry on August 27, 2025, under identifier ChiCTR2500108295.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-025-25753-y.

Schools can promote physical literacy through the implementation of sustainable and impactful whole-of-school physical activity programs. Acquiring physical literacy involves comprehensively scaffolding student experiences across the whole school to increase their competence, confidence, and desire to be active for life. One pitfall is when physical activity leaders act alone or fall into the trap of “adding yet another program” instead of working collaboratively with their wellness committee. The goal when creating whole-of-school modeling is to work with what currently exists and “phase-in” efforts to increase physical activity programming instead of stimulating leadership to try to imitate or replicate a model. This article discusses key principles of whole-of-school modeling and details corresponding strategies and tools that can be used to build an integrated and equitable whole-of-school physical activity program that can create lasting changes to school culture.

Background: Physical activity (PA) provides significant health benefits, yet inactivity remains high in Spain, especially among adolescents and increasingly in children. Identifying barriers to PA is essential, but available tools are mainly designed for adolescents. This study aimed to adapt the “Brief Scale of Perceived Barriers to Physical Activity” for Spanish schoolchildren aged 6–12 and examine its validity and reliability. Methods: The “Brief Scale of Perceived Barriers to Physical Activity for Children” was linguistically and culturally adapted. Comprehension was assessed through cognitive interviews, and reliability was examined via a test–retest procedure with 137 Spanish schoolchildren. Several analyses were conducted, including confirmatory factor analysis (CFA) to assess the factor structure, along with reliability metrics: Cronbach’s alpha (α) for internal consistency and the intraclass correlation coefficient (ICC) for test–retest reliability. Results: CFA confirmed a four-factor structure (self-concept, motivation–interest, social support, and task incompatibility) in a sample of 137 with excellent fit indices (χ2/df = 1.394, RMSEA = 0.054, CFI = 0.976, TLI = 0.966). Internal consistency ranged from good to excellent (α = 0.831–0.979). Temporal stability was substantial to near perfect (ICC = 0.708–0.979). Measurement error was low for all items and the total score (SEM% = 6.1–37.2; MDC% = 17.0–103.0), demonstrating accuracy. Conclusions: The “Brief Scale of Perceived Barriers to Physical Activity for Children” was proven to be a reliable and valid tool for assessing perceived barriers to PA in Spanish children. It offers developmentally appropriate insights that can guide strategies to enhance supportive environments and promote long-term active behaviours. As part of the social domain, it contributes to the Spanish Physical Literacy Assessment for Children (SPLA-C) model, the first physical literacy (PL) assessment instrument developed in Spain.

The purpose of the study was to assess the physical literacy of PLAYfun variables among school-going children. Physical literacy assessment for youth (PLAYfun) is a measure of Assessment variables of Running, Locomotor, Object control-upper body, Object control-lower body, and Balance, stability&amp; body control of school students. Method: In this study, samples were selected randomly from the 7 to 14 years age group, a total of 10 Subjects in this study. children were assessed using the “PLAY tool”. Result: We used SPSS software to analyze the data, measuring the Mean, Median and Standard Deviation, of all PLAYfun Five domains and 18 tasks. Based on the analyzed data the following results of mean total score is 34.85, indicating the Low level of physical literacy in this group. The median total score (38.025) is close to the mean, suggesting that the data is relatively symmetrical. The standard deviation of 10.45 indicates the level of dispersion around the mean value.

Introduction: Overweight and obesity in children have been associated with reduced physical competence from risk due to their greater body mass, which negatively affects their overall physical competence Objective: This study aimed to examine the effectiveness of a 6-week active play intervention in enhancing physical competence among overweight and obese upper elementary school students. Methodology: An experimental, pre-and post-controlled trial was conducted with 50 overweight or obese students (aged 10–11 years), assigned to an intervention group (n = 25) and a control group (n = 25). Participants were selected using purposive sampling from a school located in Suphanburi province. The intervention group participated in a 6-week active play program. Physical competence was assessed using the Canadian Assessment of Physical Literacy-2 (CAPL-2), including the PACER (aerobic fitness), plank assessment (musculoskeletal endurance), and the Canadian Agility and Movement Skill Assessment (CAMSA) for motor performance. Results: The intervention group showed statistically significant improvements in musculoskeletal endurance (t=2.146, p=.018), motor performance (t=2.293, p=.013), and total physical competence scores (t=2.829, p=.003) compared to the control group. Improvements were particularly notable in locomotor skills, while changes in manipulative skills and aerobic fitness were not statistically significant. Discussion: The active play program produced improvements in physical competence, particularly musculoskeletal endurance, motor performance, and overall physical competence. Conclusions: This study supports the efficacy of structured active play programs in enhancing physical competence in overweight and obese children. The results highlight the potential of developmentally appropriate, enjoyable play to address movement limitations, particularly in locomotor performance, and to promote overall physical competence.

In the context of digital transformation in education, university physical education faces challenges like limited resources and inadequate personalized instruction. This study examines how web-based technologies, integrating AI, can enhance physical education. Using motion capture systems and machine learning, an intelligent platform provides precise biomechanical insights and optimizes training through real-time feedback and adaptive adjustments. The platform's closed-loop mechanism transforms traditional methods into data-driven educational experiences. Empirical evidence shows significant improvements in skill acquisition and physiological load optimization with AI-driven interventions. Distinct learning behavior patterns highlight the need for personalized strategies. This study contributes to designing effective learning systems, fostering lifelong physical literacy and well-being, and underscores the potential of web-based technologies to reshape physical education practices.

ABSTRACT Promoting physical literacy offers a promising approach to enhancing physical activity among older adults. However, methods to measure physical literacy have primarily been limited to developed regions globally. This study evaluated the reliability (internal consistency), validity (content, construct, and convergence validity), and floor and ceiling effects of the Perceived Physical Literacy Instrument (PPLI) among Nigerian older adults. This cross-sectional study included 409 Nigerian older adults [mean age (SD) = 67.9 (6.7) years]. Data were analyzed using Cronbach’s alpha for internal consistency, exploratory and confirmatory factor analysis for construct and convergent validity, and item-level (I-CVI), scale-level (S-CVI) content validity index, along with kappa statistics, for content validity. The Cronbach’s alpha was 0.736, indicating adequate internal consistency. The analysis revealed two factors: functional competency (α = 0.80) and psychosocial empowerment (α = 0.73), with an average variance extracted of 0.62, suggesting the items captured a sufficient proportion of construct-relevant variance. The I-CVI ranged from 0.22 to 0.67, and the S-CVI was 0.49; the kappa coefficients ranged from 0.22 to 0.67. Floor and ceiling effects were both minimal at 0.24%. While the PPLI demonstrates acceptable internal consistency and preliminary evidence of construct validity, it requires further face and content validity to ensure its language and items are fully appropriate for Nigerian older adults with a lower level of education.