How are physical literacy interventions conceptualized? – A systematic review on intervention design and content

Carl, Johannes; Barratt, Jaime; Töpfer, Clemens; Cairney, John; Pfeifer, Klaus

doi:10.1016/j.psychsport.2021.102091

Cited by 30 publications

(59 citation statements)

References 77 publications

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“…This definition represents the smallest number of globally shared components worldwide (variations consistently go beyond these components) while maintaining the core meaning of the concept [28]. In addition, the IPLA definition is in line with a previous analysis [29], which enables direct comparisons at a higher analytical level.…”

Section: Physical Literacymentioning

confidence: 79%

“…Importantly, it has been suggested to more strongly highlight the value of PL for achieving the UN Sustainable Development Goals [46]. In light of these assumptions, well-designed interventions with the goal to enhance PL move into the focus of interest [29,[47][48][49][50]. In this context, research with a focus on interventional issues can help bridge the gap between theory and practice, improving the translation of the complex theoretical foundations, including the philosophic tenets, into effective practices is highly welcome [31,51].…”

Section: Pl Interventions: An Effectiveness Perspectivementioning

confidence: 99%

“…In contrast, McKay et al [48] dealt with intervention strategies in adults but only included two nonrandomized controlled trials. Detaching from a narrow population-specific focus, a recent systematic review (which was previously performed by our team) attempted to embrace the plentitude of PL interventions and finally encompassed a total of 46 studies [29]. However, this study concentrated on the design and content of these interventions, which characterizes this review as more of a descriptive endeavor.…”

Section: Pl Interventions: An Effectiveness Perspectivementioning

confidence: 99%

“…First, we intended to provide a broad overview of evaluation studies on PL interventions. Complementary to the first publication of this project adopting a specific perspective on aspects of intervention design and content [29], the focus of the present analysis was placed on study quality, the evaluation approach, and the main findings. Second, we aimed to quantitatively analyze the effectiveness of PL interventions by means of metaanalytical procedures.…”

Section: Aims and Research Questionsmentioning

confidence: 99%

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The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

et al. 2022

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Background The holistic concept of physical literacy assumes that individuals require adequate cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity behavior. In recent years, the research field has undergone rapid development and has also yielded an increasing number of interventions that aim to translate the theoretical-philosophical ideas into practical endeavors. Objective The goal of the present pre-registered systematic review was to (a) provide a general overview of evaluation studies on physical literacy interventions and (b) to quantitatively examine the effectiveness of physical literacy interventions. Methods Drawing on the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched a total of 18 databases for physical literacy interventions. Inclusion criteria were English language, publication by November 2021, and interventions using physical literacy as a theoretical underpinning or evaluation outcome. Articles that met these criteria were analyzed with respect to their basic delivery characteristics, study quality, evaluation approach, and main findings. We additionally ran meta-analyses with all non-randomized and randomized controlled trials to examine and compare the effect of these interventions on five outcome categories: (i) physical competence, (ii) motivation and confidence, (iii) knowledge and understanding, (iv) physical activity behavior, and (v) total physical literacy. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated to assess the effects on the different categories. Results The screening process with two independent raters yielded 48 eligible interventions reported in 51 eligible articles. Quantitative evaluations most frequently addressed physical competence (72.2%), followed by motivation and confidence (47.2%), physical activity behavior (41.7%), and knowledge and understanding (33.3%). The controlled intervention studies (n = 24) exerted significant effects on all five physical literacy categories. Despite meaningful heterogeneity across the subgroups, the strongest effects were found for physical competence (SMD 0.90; 95% CI 0.55–1.25), followed by physical literacy aggregate scores (SMD 0.61; 95% CI 0.20–1.01), knowledge and understanding (SMD 0.54; 95% CI 0.30–0.79), physical activity behavior (SMD 0.39; 95% CI 0.23–0.55), and motivation and confidence (SMD 0.30; 95% CI 0.17–0.44). Conclusions The present study empirically demonstrated the effectiveness of physical literacy interventions on several outcomes relevant for promoting physical activity and health. To better inform current practices, future studies are advised to identify those program characteristics that significantly influence the effectiveness of physical literacy interventions. Clinical Trial Registration PROSPERO CRD42020188926.

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Section: Physical Literacymentioning

confidence: 79%

Section: Pl Interventions: An Effectiveness Perspectivementioning

confidence: 99%

Section: Pl Interventions: An Effectiveness Perspectivementioning

confidence: 99%

Section: Aims and Research Questionsmentioning

confidence: 99%

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The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

et al. 2022

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“…Similarly, these two studies targeted different elements of PL framework to conduct the interventions through a series of organized face-to-face initiatives. Nevertheless, a recent systematic review reported that only 38.6% of the interventions formulated intervention components to cover all the core PL domains [ 32 ], and only a few researchers have explored the feasibility of interventions designed to improve PA in both children and parents with the mixed results, leading to insufficient understanding of “what PL-supportive programs look like in practice” [ 33 ]. Therefore, interventions are needed on committing to systematically address all domains of PL simultaneously [ 32 ].…”

Section: Introductionmentioning

confidence: 99%

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

Lubans

et al. 2022

BMC Public Health

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Background The 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. Methods A 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. Results No 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. Conclusions Findings 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 registration The study was prospectively registered at the Chinese Clinical Trial Registry, Registration number: ChiCTR2100041903, Registered 09 January 2021.

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Physical Literacy Assessment: A Conceptualization and Tools

Fröberg,

Lundvall

2024

Promotion of Physical Activity and Health in the School Setting

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How are physical literacy interventions conceptualized? – A systematic review on intervention design and content

Cited by 30 publications

References 77 publications

The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

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

Physical Literacy Assessment: A Conceptualization and Tools

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