Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model

Cairney, John; Dudley, Dean; Kwan, Matthew; Bulten, Rheanna; Kriellaars, Dean

doi:10.1007/s40279-019-01063-3

Cited by 389 publications

(431 citation statements)

References 68 publications

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“…What is more, research has shown that the home environment impacts a child's motor skill development (Barnett, Hnatiuk, Salmon, & Hesketh, 2019;Zeng et al, 2019) and RCTs have further linked parent-focused interventions with improvements in child's FMS (Morgan et al, 2019) and physical activity Morgan et al, 2019). This has important implications seeing as physical literacy is a lifelong journey that impacts numerous health outcomes (Cairney et al, 2019). Educating parents may provide a viable means of influencing the physical literacy journey early in the life course.…”

Section: Discussionmentioning

confidence: 99%

“…Physical literacy offers a relatively new and promising approach for childhood physical activity interventions (Cairney, Dudley, Kwan, Bulten, & Kriellaars, 2019). It is defined by the International Physical Literacy Association as "the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life" (IPLA, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…It is defined by the International Physical Literacy Association as "the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life" (IPLA, 2017). Physical literacy is an antecedent to improve and maintain physical activity participation and consequent health benefits (Cairney et al, 2019;Edwards, Bryant, Keegan, Morgan, & Jones, 2017)which makes it particularly important to begin to develop early in the life course. To date, little research has explored the feasibility of interventions designed to improve children's physical literacy, leading to little understanding of "what physical literacy-supportive programs look like in practice" (Jurbala, 2015).…”

Section: Introductionmentioning

confidence: 99%

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A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

Lane

Reno

Predy

et al. 2020

Preprint

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Background Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, can support children’s physically active behaviors and consequent health benefits. Little research exploring interventions to improve children's physical literacy exist, although substantive evidence shows parents play a key role in children's physically active behaviors and development of fundamental movement skills. The purpose of this study is to explore a novel, physical literacy intervention designed to assist parents to engage with their child in purposeful play; play that facilitates the development of physical literacy. Methods The PLAYshop was a 75-minute workshop to build parents' self-efficacy to support their child’s physical literacy through interactive activities and educational messages as well as educational resources focused on core physical literacy concepts. We collected quantitative pre- and post-workshop surveys of parents’ satisfaction, knowledge, confidence and intention to adopt practices as well as qualitative follow-up implementation focused interviews from both parents and facilitators. We used paired t-tests to examine changes in parents' self-reported physical literacy knowledge and confidence and thematic analysis of interviews to explore workshop feasibility. Results Six workshops were delivered to 33 parents of young children (3–8 years of age). 23 parents completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. Further, the majority of parents were satisfied with the workshop and motivated to apply workshop learnings at-home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real world trial address an important evidence gap, highlighting areas for adaptations to improve the intervention and recruitment and suggesting that the PLAYshop is ready for efficacy testing in a more rigorous randomized controlled trial.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

Lane

Reno

Predy

et al. 2020

Preprint

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“…Children with motor skill difficulties, as young as 4-6 years, engage less in mature gross and fine motor play than their typically developing peers and, over time, generally participate less in free-play, individual leisure activities, or organized activities [21•, 23]. In general, children with DCD are more likely to select sedentary activities and are less likely to enjoy physical education classes, leisure, and other activities [22]. Importantly, in boys, the gap in participation in free-play activities between those with and without DCD may diminish with age, but it increases for girls [21•].…”

Section: Children With Developmental Coordination Disorder and Physicmentioning

confidence: 99%

Promoting Participation in DCD: Physical Activity Levels and the Social Network

Steenbergen

Bekhuis

Abswoude

2020

Curr Dev Disord Rep

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Purpose of Review Physical inactivity is a worldwide problem, also affecting children with motor problems, such as developmental coordination disorder. We try to understand what motivates children to start, continue, and stop having an active lifestyle and explore the role that the social network of the child can have to stimulate an active lifestyle. Recent Findings Social network theory is useful for understanding individual and group behavior related to physical activity. Social networks, ranging from peers and parents to teachers and medical professionals were shown to play an important role in bringing about sustainable behavioral change. Up to now, little systematic research has been done into how social networks can be used to keep children with developmental coordination disorder (DCD) physically active and motivated. Summary Future studies should more systematically examine and target the social network of the child with DCD. This social network can then be used to develop interventions for a sustained physical active lifestyle leading to increased participation in the society.

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“…Furthermore, this definition was modified into 'the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life' issued by the International Physical Literacy Association (IPLA) in 2013 [2]. Hereafter, the concept of PL has gained worldwide attention [3,4], largely due to its potential benefits in innovating PE [5][6][7], promoting being active [8,9] and optimising health [8,10,11]. Some countries have devoted themselves to enhancing PL in children and adolescents.…”

Section: Introductionmentioning

confidence: 99%

The Development of Chinese Assessment and Evaluation of Physical Literacy (CAEPL): A Study Using Delphi Method

Chen

Tang

Chen

et al. 2020

IJERPH

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The aim of this study is to introduce the development of the Chinese Assessment and Evaluation of Physical Literacy (CAEPL), to present the theoretical model of the CAEPL, and to quantify the weight of each domain of the CAEPL. 34 experts took part in the Delphi survey, and 23 experts completed all the three rounds of the survey. Experts' opinions are used to develop the theoretical model of the CAEPL. The analytical hierarchy process (AHP) was employed for determining the weights of subdomains and items of the CAEPL. The CAEPL is a comprehensive model, including intention of physical activity (IPA), knowledge of physical activity (KPA), motor/sport skill (MSS), behavior of physical activity (BPA) and physical fitness (PF). Specific weights of IPA, KPA, MSS, BPA and PF are 17.25%, 16.23%, 27.01%, 23.72% and 15.79%, respectively. The CAEPL provides an important and useful instrument to measure and improve physical literacy (PL) among young Chinese people. Studies on the feasibility, reliability, validity and sensitivity of the CAEPL should be conducted to improve it in the future.

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Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model

Cited by 389 publications

References 68 publications

A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

Promoting Participation in DCD: Physical Activity Levels and the Social Network

The Development of Chinese Assessment and Evaluation of Physical Literacy (CAEPL): A Study Using Delphi Method

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