Physical Literacy Research Articles

Relationship between physical literacy and mental health in adolescents: a moderated mediation model with resilience and physical activity as variables

IntroductionPhysical literacy is defined as the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engaging in physical activities for life, and may be associated with higher mental health; however, few studies have explored the processes underlying these positive associations.ObjectivesThe present study aimed to explore the role of resilience in the relationship between physical literacy and mental health, and further examines the mediating role of physical activity.MethodsThis cross-sectional study recruited a sample of 1,022 (aged 10–18 years, Mage = 14.84, SD = 1.79, 44.9% male) Chinese students, grades five to twelve, via physical education courses. The hypothesized moderated mediation model was employed using Model 4 and Model 8 of the PROCESS macro for SPSS to examine the relationships between physical literacy, mental health, resilience, and physical activity.ResultsPhysical literacy was positively and significantly correlated with mental health (r = 0.364, p < 0.001), and resilience (r = 0.486, p < 0.001). After controlling for sex and grade variables, resilience mediated the relationship between adolescent physical literacy and mental health, physical activity moderated the relationship between physical literacy and resilience in the mediator model but not between physical literacy and mental health.DiscussionThe present study suggests that could physical literacy predict increased levels of resilience, which could then lead to higher mental health. However, this mediation effect may fluctuate across individuals with different levels of physical activity. Overall, this study may reveal that physical literacy promotes resilience and mental health processes in individuals with different levels of physical activity.

Nordic Preschool Teachers’ Views of the Physical and Psychological Literacy Environments Regarding Read-Alouds

This research aims to increase knowledge about how preschool teachers in three Nordic countries view their preschool’s physical and psychological literacy environment regarding read-alouds. A total of 222 Nordic preschool teachers (52 Finnish, 91 Norwegian, and 79 Swedish) responded to a survey about early literacy practices. Likert-scale questions that contained statements about teachers’ views of the physical literacy environment and methods of reading aloud were used. Scales indicating a physical and psychological literacy environment were created based on statements that reflected the respective literacy environment. The results revealed that the teachers, on average, rated their preschool’s physical literacy environment positively. Their attitudes towards the psychological literacy environment were, on average, high regarding reading aloud as an opportunity for meaning-making and even higher for language-stimulating interaction. The attitudes towards reading aloud to organise everyday activities scored very low on average, which was a somewhat unexpected finding. There were some statistically significant differences in the measures between countries and groups, such as educational level. Emphasising high-quality literacy environments as early as for one- to three-year-old children is discussed as being essential in preschool teacher training and in-service training.

The benefits of physical literacy for human flourishing: A machine learning-based exploration of adolescents.

Physical literacy is a multidimensional concept considered fundamental for lifelong participation in physical activity. Although theories on the relationship between physical literacy and human flourishing have been proposed, no comprehensive study of this relationship in adolescents has been found. This study aimed to predict human flourishing variables (physical activity, physical health, mental health, and academic performance) that correlate highly with adolescents' physical literacy. A sample of 1004 primary and middle school students was recruited and six machine learning algorithms (decision tree, random forest, AdaBoost, CatBoost, LightGBM, and k-nearest neighbours) were used. Random forest predicted physical activity, physical health, and mental health in the overall sample, with an accuracy of 53 percent, 86 per cent, and 91.7 percent, respectively; AdaBoost predicted academic performance with an accuracy of 98 per cent. Overall sample and sex subgroup predictions were generally consistent, with "sense of self and self-control" and "self-expression and communication with others" as the most significant variables. Family-type subgroup analysis results varied greatly, suggesting that one-child families should focus on "knowledge and understanding," whereas multi-child families should focus on "self-expression and communication with others." Awareness of adolescents' underlying characteristics may yield greater benefits when intervening through physical literacy.

Table Tennis Elective Course Evaluation Indicators System and Standard Formulation

Table tennis has been incorporated into physical education courses in most colleges and universities in China; establishing evaluation standards in the reform of public physical education elective courses is an effective measure. Taking the establishment of evaluation standards for elective courses of table tennis as an example, the standards are as follows: (i) In the evaluation indicators system of table tennis elective course, the first level indicators include general physical fitness and table tennis skills. The second-level indicators include sit-ups for girls and push-ups for boys, and forehand and backhand serve, forehand stroke, and backhand stroke. (ii) Use the deviation method to develop five-level evaluation criteria to evaluate the eight third-level norms, namely, excellent, good, medium, lower, and poor. Establishing evaluation standards for table tennis elective courses significantly promotes students’ physical literacy by systematically enhancing their physical fitness, technical skills, and confidence in movement through a structured, multi-level assessment framework.

The Effectiveness of Traditional Game-Based Physical Literacy Model in Reducing Sedentary Lifestyle among Adolescents

The Effectiveness of Traditional Game-Based Physical Literacy Model in Reducing Sedentary Lifestyle among Adolescents

Development of Colleges Basketball Skills and Refereeing Curriculum to Enhance Student’s Learning Outcome

This research aims to determine the learning effectiveness of offering basketball skills and a referee curriculum for college students. Studying basketball rules helps students practice standardized technical movements and understand the characteristics of basketball technology. While also assisting in the improvement of referee ability. Through purposeful sampling, reference materials, interviews, data collection, experimental design, on-site teaching, and result analysis, the research subjects are students of the 2022 basketball curriculum at Xinxiang Medical University in China. A total of 60 students were selected from 2 classes. The results are: (1) Fundamental data and information were investigated to develop a curriculum aimed at improving students’ basketball skills and refereeing abilities. (2) The basketball skills and refereeing curriculum was effectively promoted, enriching students’ opportunities to acquire advanced knowledge and practical skills in basketball. This curriculum served as an innovative approach to enhancing the construction of college education and teaching systems. (3) The learning outcomes of students’ basketball skills and refereeing abilities were systematically evaluated after the implementation of the curriculum, demonstrating its effectiveness in achieving the desired educational objectives. This research is significant in advancing physical literacy by developing a comprehensive basketball skills and referee curriculum that enhances students’ technical competence, understanding of standardized movements, and referee skills. This will ultimately foster a lifelong engagement in physical activity and sportsmanship among college students.

The Course Design of “Movement and Myofascial Chain” Improves the Level of Exercise Rehabilitation of Medical Students

As the central theme of The Times, innovation has put forward new requirements for the development of integrated traditional Chinese and Western medicine. Through investigation, it was found that as an emerging theory, the course development of motor fasciology was in a blank state. This study analyzed the current situation and influencing factors of motor fasciology of undergraduates in a medical college by questionnaire survey. To design the basic theoretical framework of curriculum design based on Taylor’s goal model, choose the teaching content, method, and teaching evaluation of constructivism learning theory, combined with the six steps of medical curriculum design, the standard design of “sports and muscular chain” course in medical college was carried out, including the nature and objectives of the course, teaching content, teaching method, school allocation, and teaching evaluation. Expert consultation was used to demonstrate the critical elements of the course, and finally, the curriculum standards of movement and myofascial chain for medical students were determined. The educational experiment scheme was used to evaluate the effect of the curriculum. The effect of the exercise and myofascial chain curriculum standards was evaluated through a mixed research design combining quantitative and qualitative research, and an experimental evaluation tool was developed. The changes in exercise rehabilitation knowledge and skills based on exercise and the myofascial chain were analyzed before and after the course. Semi-structured personal interviews were conducted to understand the gains and changes in course learning and the evaluation and suggestions for the course. The Movement and Myofascial Chain courses can change students’ cognition of exercise rehabilitation, improve students’ ability to deal with sports injuries, and broaden students’ horizons, enhancing physical literacy by deepening medical students’ understanding of exercise rehabilitation, equipping them with practical skills to address sports injuries, and broadening their perspectives on integrated healthcare practices in both Chinese and Western medicine.

Assessment of Perceived Physical Literacy and Its Relationship with 24-Hour Movement Guidelines in Adolescents: The ENERGYCO Study

Scientific evidence suggests that meeting the 24-hour movement guidelines is associated with numerous health benefits. One concept that emphasizes an individual’s active lifestyle is physical literacy (PL). However, the relationship between PL and 24 h movement guidelines in adolescents has not been analyzed to date. The aim of this study was to examine the relationship between perceived physical literacy (PPL) and adherence to the 24-hour movement guidelines in Spanish adolescents. This cross-sectional study included a total of 56 adolescents (mean age 13.2 ± 1.3 years). PL was assessed using the Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI), categorizing participants into low, medium, and high PPL levels. To determine compliance with movement guidelines (24-hour movement), physical activity was assessed through accelerometry, while screen time and sleep duration were evaluated using questionnaires. One-way ANOVA and chi-square analysis were used to examine PPL levels and adherence to the 24-hour movement guidelines. The results indicated that higher levels of PPL were associated with greater adherence to the 24-hour movement guidelines. Specifically, most participants met one or two recommendations as PPL increased (p = 0.002). In the medium PPL group, 50% met one recommendation, 37.5% met two, and 12.5% did not meet any, while in the high PPL group, 52.8% met one recommendation, 41.7% met two, and 5.6% did not meet any. These findings suggest that higher levels of PPL are associated with greater adherence to the 24-hour movement guidelines. Future studies should explore this association in larger samples of Spanish adolescents and should promote the practical implications regarding the importance of designing educational programs. This should be achieved through curricula that are based on PL and that integrate strategies to reduce screen time, promote healthy sleep habits, and foster a comprehensive and sustainable understanding of these among adolescents.

Physical literacy among chinese elementary school students: the mediating role of physical knowledge and physical competency

BackgroundPhysical literacy (PL) is pivotal for improving sedentary behaviors, enhancing intrinsic motivation for physical activity, and supporting the growth and development of adolescents. This study aims to measure the current situation and internal pathway of PL among Chinese elementary school students.MethodsThis study was conducted from June to July 2022 and used multistage cluster sampling to select the study subjects. Questionnaire measurements were used to report the levels of PL among elementary school students and to explain the internal association among the various PL dimensions.ResultsThe average PL score among primary school students was 63.46 points. The qualification rates for PL in the three academic stages were 76.35%, 73.45%, and 59.17%, respectively. The study included 1499 boys (49.72%) and 1516 girls (50.28%). The average age was 9.04 ± 1.60 years. Physical motivation, physical competency and physical participation were positively associated with PL in each grade. Physical competency mediated the association between physical motivation and physical participation, explaining 56.40% of the effect.ConclusionThe qualification rates for PL in grades 5–6 was lower than those of students in grades 3–4 and grades 1–2. Physical competency explained 56.40% of the association between physical motivation and physical participation.Clinical trial numberNot applicable

Development of Run-Balance-Swim-Balance (RBS) exercise model in physical education learning to improve physical literacy: a special study on the biak tribe

Introduction: The low level of physical literacy in Papua province needs to be addressed through physical education in schools. Therefore, this study developed an ethnography-based Run-Balance-Swim (RBS) exercise model for the Biak tribe. Objective: Improving physical literacy of students in Papua through the Run-Balance-Swim (RBS) exercise model. Methodology: A research and development method were used to produce an ethnographically appropriate training model for the Biak tribe. This study involved 100 elementary school students from the Biak tribe, which were divided into small-scale trial groups (n=30 students) and large-scale trials (n=70 students). Data were collected using expert validation instruments (content validation) and physical literacy observation questionnaire and physical literacy knowledge questionnaire (PLKQ) which were filled in by respondents during pretest and posttest. Data were analyzed using the N-Gain Score test to determine the effectiveness of the Run-Balance-Swim (RBS) training model. Results: The results of the small-scale trial were 79.09% (good), after revision in the large-scale trial obtained 88.37% (good) with a validity of 0.781. These findings indicate that the application of the exercise model with an ethnographic approach has a high effectiveness in improving the physical literacy of Biak tribe students with an N-Gain Score value of 0.807 (high) and an N-Gain Percent value = 80.73% (effective). Discussion: The results of this study are similar to previous studies which stated that running, balance training and swimming are effective in improving physical literacy. Conclusions: It is suggested that the Run-Balance-Swim (RBS) training model can be implemented by Physical education teachers in Papua, as an effort to improve physical literacy.

Nature’s way-our way: A journey through the co-creation and sharing of an Indigenous physical literacy enriched early years initiative

Early years are a critical time in the healthy development of young children. It is essential for children to develop healthy bonds with family members to increase well-being. Colonialism has resulted in the loss of many Indigenous activities, intergenerational teachings and relationship-building strategies that encourage wholistic health-promoting behaviours. Research focused on physical activity behaviours among early years children has had limited success. To address these challenges, the Western concept of physical literacy that applies a wholistic approach to physical activity by focusing on physical, social, emotional, and spiritual wellness can align with many Indigenous Ways of Knowing, Being and Doing. Purpose: Our multi-cultural team embarks on a journey to co-create, and expand a physical literacy enriched and culturally rooted initiative designed to promote wholistic wellness. Methodology: Etuaptmumk (Two-eyed Seeing) guides the team through braiding Indigenous Ways of Knowing,Being and Doing in early childhood wellness and land- and nature-based games alongside Western knowledge of developing physical literacy and promoting risky/ adventurous play. We apply a pre-mid-post design for the meaningful evaluation of the Nature’s Way-Our Way initiative. Impact: Partnering with communities, we aim to produce 40-45 activity cards to promote physical literacy and wholistic health in Indigenous and non-Indigenous communities.

Physical Literacy—Being Active to Live Your Best Life

Being active is good for both our minds and bodies, but many people worldwide are not moving enough. There are lots of reasons for this, and there are lots of ways we can help people to move more. Just like literacy is about our ability to read and write, physical literacy is about our ability to be active, as well as understanding what we enjoy and value about being active. Our thoughts, feelings, and all the physical activities that we have done before impact how we feel about moving. Playing in a park with friends and trying hard to catch a ball are examples of things that can change how we think about being active, now and in the future. Physical literacy is different for everyone, and it changes all the time. This article will explain what physical literacy is and why it is a very important part of growing up.

Fostering the Physical-Literacy Development of Individuals Experiencing Disability Through the Use of PLayTubs: A Pilot Study.

Physical literacy (PL) is increasingly being implemented as a means for holistic development for children and youth. Despite this, children experiencing disabilities and their families continue to face barriers that impede participation in physical activities and subsequent PL development. To empower families to actively engage in their PL development, this study sought to provide an accessible, home- and play-based, parent-facilitated intervention, namely, PLayTubs. The purpose was to explore parents' subjective understanding, involvement, and attitudes toward facilitating physical activity opportunities contributing to PL development through this intervention. Four parents with a child (<12years old) diagnosed with a developmental impairment participated in a 10-week PLayTub experience. Data were collected via semistructured interviews with parents and their children. Making use of an interpretive description methodology and an ecological-dynamics conceptual framework, this study resulted in three themes: (a)a catalyst for autonomy, (b)more than just movement, and (c)an accessible alternative. Parents found that PLayTubs fostered autonomous participation and individual agency, enhanced connections and togetherness, and allowed for the creation of meaningful experiences with physical activity. These positive insights demonstrate the benefit of home-based interventions for this population and highlight the need for larger studies in the future.

Physical literacy: physical literacy knowledge and its relationship to physical fitness of senior high school students

Introduction. This study aimed to investigate the level of physical literacy and its relationship with physical fitness among 10th-grade students in Sleman Regency using a correlational research design. Objective. The subjects were 64 students (32 male, 32 female) aged 15–17. The research sample using a purposive sampling technique, selected based on several criteria: non-athletes and residents of Sleman Regency. Methodology. The instrument in this study used two tests, were the Adolescence Physical Literacy Questionnaire (APLQ) and the Bleep Test. The APLQ showed good internal consistency (α = 0.951), validity (0.680–0.790), and reliability (0.837–0.981). The Bleep Test had a validity of 0.915 and reliability of 0.868. Thus, this research instrument was valid and reliable. Data analysis used the Spearman correlation test, were carried out with the help of IBM SPSS Ver. 20. Results. The results of this study indicated that the linearity data obtained a Sig value of 0.975 &gt; 0.05 and an F count value of 0.025 &lt; F table of 2.528, so there was a significant linear relationship between physical literacy and physical fitness. Furthermore, hypothesis testing with Spearman analysis obtained a correlation coefficient between physical literacy and physical fitness of -0.091, these results showed a very weak relationship between the two variables. Discussion. The significance value (p-value) was 0.473 &gt; 0.05, so it can be concluded that there is no significant relationship between physical literacy and physical fitness. Conclusions. Thus, it was concluded that there is no significant relationship between physical literacy and physical fitness among 10th-grade students in Sleman Regency.

Exploring physical literacy: insights from physical education teachers in Turkey on physical activity and curriculum practices for students with autism spectrum disorder—a brief study based on interviews

Exploring physical literacy: insights from physical education teachers in Turkey on physical activity and curriculum practices for students with autism spectrum disorder—a brief study based on interviews

Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine.

The preschool context produces excessive sedentary behavior in children. The systematic fulfillment of structured physical activities during school time, namely a daily movement routine (DMR), can contribute to increasing the quantity of physical activity (PA) and to improving physical literacy (PL), reaching the WHO's recommendations. The present study aims to quantify the sedentary time spent by 4- and 5-year-old preschool children and to verify the effects that a DMR could have on sedentary habits in preschool children. An experimental observational study was carried out. Ad hoc questionnaires were administered to parents, teachers, and children, and an observation checklist was used to quantify the time spent in sedentary activities at school. Descriptive statistics and t-tests were applied for data analysis. Thirty-two children attending Italian preschool participated in this study. The implementation of a DMR significantly reduced the sedentary time in preschool, decreasing the time spent sitting by 45.69% and increasing the time spent standing by 185%. This study confirms the hypothesis that children move for less time than recommended by the WHO and highlights the importance of making the experiences of the DMR structural, as this could be an opportunity for educational processes to enhance active lifestyles in promoting the development of physical literacy.

Is physical literacy associated with active transportation among children? A general mixed model analysis across twelve schools

BackgroundActive transportation (AT) marks an eco-friendly mode of physical activity that is well integrable into daily life. Despite the dominance of social-ecological approaches to explaining AT, previous studies often drew on a fragmented set of variables to describe AT behavior. The concept of physical literacy (PL) comprises physical, affective, and cognitive determinants for physical activity and, therefore, enables a concentrated, theory-guided view on intraindividual determinants for AT. The goal of the present study was to examine empirical associations between PL and modes of AT (considering the influencing and moderating effect of grade and sex/gender, respectively). MethodsWithin the scope of the DAPL study, data from 663 children (age: 6–13 years) from 41 classes (grades 1–6) across twelve schools in Denmark were analyzed. The school children (mean age: 9.81 years; 55 % girls) completed measurements of PL (Danish version of the CAPL-2: physical, affective, and cognitive component; total score) and self-reported their AT mode for seven days. We calculated general mixed models with the class as a random-effects factor to examine the relationship between PL and six different modes of AT. ResultsTotal PL as well the physical, cognitive, and affective domains of PL were not associated with overall AT (p > 0.05). However, we found significant associations of total PL (B = 0.35) and the physical domain (B = 0.21) with biking. The affective and cognitive domains of PL did not significantly correlate with any AT indicator. The present effects were not moderated by students’ grade and sex/gender. ConclusionsPublic health strategies should strive for a mode-tailored approach when targeting children’s AT. Person-centered health and physical education must increase their efforts in promoting children’s holistic biking skills to effectively foster AT behavior. The provision of holistic experiences should emphasize the integration of psychomotor and affective learning.

Commentary on "Physical Activity Levels, Cardiorespiratory Fitness and Physical Literacy in Children With a Chronic Medical Condition".

Commentary on "Physical Activity Levels, Cardiorespiratory Fitness and Physical Literacy in Children With a Chronic Medical Condition".

Decision-Making Technique for College Physical Education Teaching Quality Evaluation Based on TODIM and TOPSIS With Interval Neutrosophic Numbers

The evaluation of university physical education teaching quality is a comprehensive assessment of the effectiveness of sports courses, aiming to enhance teaching quality and students' physical literacy. The evaluation includes the achievement of teaching objectives, the scientific and practical nature of course content, the innovation and diversity of teaching methods, the professional competence and teaching ability of instructors, and students' participation and progress.The college physical education teaching quality evaluation is multiple-attribute group decision-making (MAGDM) approach. Recently, the TODIM and TOPSIS techniques have been employed to address MAGDM challenges. To capture uncertain data during the evaluation process, interval neutrosophic sets (INSs) are administrated as a valuable tool. This study introduces the interval neutrosophic number TODIM-TOPSIS (INN-TODIM-TOPSIS) approach to address MAGDM using INSs. Eventually, numerical study for college physical education teaching quality evaluation is administrated to validate the INN-TODIM-TOPSIS approach.

Gameful education: a study of Gamifiter application's role in promoting physical activity and active lifestyle

AbstractThis study addresses the issue of insufficient physical activity (PA) among youths. The emergence of gamified interventions, such as Gamifiter web portal, offers a novel approach to promoting healthy habits and increasing intrinsic motivation for PA. Gamifiter engages users in virtual challenges linked to daily step counts and progress on a digital map, aiming to enhance PA and physical literacy. Involving 107 pupils (12–13 years old), the intervention utilized Garmin VívoFit trackers, with the Gamifiter portal providing individual PA reports, challenges, and interactive educational applications. Results showed a significant increase in daily step counts indicating the positive impact of Gamifiter on PA levels. Attitudes Towards Educational Reality questionnaire and incomplete sentence test results revealed pupils' positive perceptions, high motivation, and satisfaction with Gamifiter. Teachers also praised Gamifiter for promoting PA and literacy, although some desired more customization options. The study emphasizes the potential of gamified interventions to effectively promote a healthy lifestyle. Positive attitudes and increased PA suggest that gamification can be a valuable tool in motivating and engaging pupils in physical activities, fostering a foundation for a healthier lifestyle. In conclusion, Gamifiter's success in motivating pupils to engage in higher levels of PA highlights its potential as a useful tool for promoting a healthy lifestyle. Future studies with larger sample sizes and longer follow-up periods are recommended to better understand the sustained impact of gamified interventions on health among youths.