1
|
Holler P, Carl J, van Poppel MN, Jaunig J. Development of the Perceived Physical Literacy Questionnaire (PPLQ) for the adult population. J Exerc Sci Fit 2023; 21:424-433. [PMID: 38028984 PMCID: PMC10661355 DOI: 10.1016/j.jesf.2023.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/15/2023] [Accepted: 09/27/2023] [Indexed: 12/01/2023] Open
Abstract
Background/objective In physical literacy (PL) research, instruments for the adult population covering all relevant domians are currently lacking in German language. Therefore, the Perceived Physical Literacy Questionnaire (PPLQ) was developed as an assessment instrument of PL for the adult population. The purpose of this study is to describe the multistage development process leading to the aim to evaluate the psychometric properties of the PPLQ. Methods Based on established questionnaires (subscales) operationalizing the six defined PL domains (motivation, confidence, physical competence, knowledge, understanding, and physical activity behavior), we generated a large item pool. Exploratory analyses on survey data (n = 506), compelemented through an expert panel, served to identify the best fitting items. Cognitive interviews (n = 7) and a language certification process (level A2) helped to enhance the content validity of the items. Finally, we assessed the hypothesized factor structure of the PPLQ and its convergent validity with the Physical Activity-related Health Competence (PAHCO) questionnaire in a second independent sample. Results Valid data of 417 adults (66% women, 48 ± 16 years) entered the confirmatory factor analysis. We found empirical support for a theory-compatible 24-item version, after reducing complexity (i.e., domain subscales). Additionally, the six domains could be subsumed under an overall factor for PL (χ2247 = 450.70, χ2/df = 1.83, CFIRobust = 0.895, RMSEARobust = 0.074 [CI90 = 0.063-0.085], SRMR = 0.064). Factor loadings, composite reliability, and discriminant validity were sufficient, while acceptable convergent validity was achieved for the total PL score and three domains. Conclusion The 24-item version of the PPLQ is appropriate for assessing PL among adults. However, some items (especially in the knowledge domain) can benefit from refinement in further studies.
Collapse
Affiliation(s)
- Peter Holler
- FH JOANNEUM - University of Applied Sciences, Institute of Health and Tourism Management, Kaiser-Franz-Josef-Straße 24, 8344, Bad Gleichenberg, Austria
- Sport Science Laboratory, FH JOANNEUM - University of Applied Sciences, 8344, Bad Gleichenberg, Austria
- University of Graz, Institute of Human Movement Science, Sport and Health, Mozartgasse 14, 8010, Graz, Austria
| | - Johannes Carl
- Friedrich-Alexander University Erlangen-Nürnberg, Department of Sport Science and Sport, Gebbertstraße 123b, 91058, Erlangen, Germany
| | - Mireille N.M. van Poppel
- University of Graz, Institute of Human Movement Science, Sport and Health, Mozartgasse 14, 8010, Graz, Austria
| | - Johannes Jaunig
- University of Graz, Institute of Human Movement Science, Sport and Health, Mozartgasse 14, 8010, Graz, Austria
| |
Collapse
|
2
|
Carl J, Schmittwilken L, Pöppel K. Development and evaluation of a school-based physical literacy intervention for children in Germany: protocol of the PLACE study. Front Sports Act Living 2023; 5:1155363. [PMID: 37325795 PMCID: PMC10264646 DOI: 10.3389/fspor.2023.1155363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 05/12/2023] [Indexed: 06/17/2023] Open
Abstract
Introduction Fueled by the COVID-19 pandemic, the physical activity behavior of children has reached a concerning level nowadays. By empowering individuals to be physically active throughout the life course, the concept of physical literacy has recently gained increasing attention and adopts a holistic-integrative perspective on PA promotion. Although the field has successively attempted to translate the conceptual ideas of physical literacy into interventions, the theoretical base is heterogeneous and is often lacking within interventions. Furthermore, several countries, including Germany, have not equally adopted the concept yet. Therefore, the goal of the present study protocol is to describe the development and evaluation approach of a PL intervention ("PLACE") for children in grades three and four within the German all-day schooling system. Methods The physical literacy intervention cultivates explicit theory-content links and comprises 12 heterogeneous sessions (each 60-90 min in length). The study contains three different phases with two initial pilot studies and a subsequent main study. The two pilot studies take a mixed-methods character by drawing on quantitative pre-post-designs as well as interviews with children (in groups). In the main study, we will longitudinally compare the course of PL values (five outcome domains: physical, affective, cognitive, social, behavioral) between two study arms: school classes of children are either assigned to an intervention condition (regular physical education and health care plus PL intervention) or to a control condition (regular physical education and health care only). Discussion The findings of this study will provide evidence on how to structure a multicomponent intervention in Germany based on the PL concept. In summary, the results will report on the effectiveness of the intervention and, therefore, decide whether to scale-up the intervention.
Collapse
Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - Louisa Schmittwilken
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
- Institute of Sport Science, Oldenburg University, Oldenburg, Germany
| | - Katharina Pöppel
- Institute of Sport Science, Oldenburg University, Oldenburg, Germany
| |
Collapse
|
3
|
Buchmann M, Jordan S, Loer AKM, Finger JD, Domanska OM. Motivational readiness for physical activity and health literacy: results of a cross-sectional survey of the adult population in Germany. BMC Public Health 2023; 23:331. [PMID: 36788515 PMCID: PMC9930360 DOI: 10.1186/s12889-023-15219-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 02/06/2023] [Indexed: 02/16/2023] Open
Abstract
BACKGROUND Health literacy, defined as the knowledge, motivation, and competences to use health information to improve health and well-being, is associated with regular physical activity. However, there is limited evidence on whether health literacy is also related to the motivational readiness for physical activity in a general population. The aim of this study was to investigate whether motivational readiness for leisure-time physical activity is associated with health literacy. METHODS Analyses were based on data of 21,895 adults from the cross-sectional German Health Update and European Health Interview Survey 2014/2015 (GEDA 2014/2015-EHIS). Motivational readiness for leisure-time physical activity was assessed with stages of change for physical activity with a set of validated items. It was then classified, according to an established algorithm, into five stages: precontemplation, contemplation, preparation, action, and maintenance. Health literacy was measured with the short form of the European Health Literacy Survey Questionnaire (HLS-EU-Q16) and categorised as low, medium, and high. For bivariate and multinomial logistic regression analyses, the stages were categorised in three phases as: (1) no intention (precontemplation), (2) planning (contemplation or preparation), and (3) in activity (action or maintenance). The models were adjusted for sex, age, education, health consciousness, self-efficacy, and self-perceived general health status. RESULTS High compared to low health literacy was associated with a 1.65-times (95% CI = 1.39-1.96) greater probability of being in activity than planning. High compared to low health literacy was associated with a reduced risk of having no intention to change physical activity behaviour (relative risk ratio, RRR = 0.84, 95% CI = 0.75-0.95). The associations persisted after adjusting for covariates. CONCLUSION High health literacy was positively associated with more advanced phases of motivational readiness for leisure-time physical activity. Therefore, taking health literacy into account in interventions to promote motivational readiness for leisure-time physical activity could be a useful approach.
Collapse
Affiliation(s)
- Maike Buchmann
- Department of Epidemiology and Health Monitoring, Robert Koch Institute, Nordufer 20, 13353, Berlin, Germany.
| | - Susanne Jordan
- grid.13652.330000 0001 0940 3744Department of Epidemiology and Health Monitoring, Robert Koch Institute, Nordufer 20, 13353 Berlin, Germany
| | - Anne-Kathrin Mareike Loer
- grid.13652.330000 0001 0940 3744Department of Epidemiology and Health Monitoring, Robert Koch Institute, Nordufer 20, 13353 Berlin, Germany
| | - Jonas David Finger
- Senate Department for Higher Education and Research, Long-Term Care and Gender Equality, Department of Health, Oranienstraße 106, 10969 Berlin, Germany
| | - Olga Maria Domanska
- grid.13652.330000 0001 0940 3744Department of Epidemiology and Health Monitoring, Robert Koch Institute, Nordufer 20, 13353 Berlin, Germany
| |
Collapse
|
4
|
Carl J, Bryant AS, Edwards LC, Bartle G, Birch JE, Christodoulides E, Emeljanovas A, Fröberg A, Gandrieau J, Gilic B, van Hilvoorde I, Holler P, Iconomescu TM, Jaunig J, Laudanska-Krzeminska I, Lundvall S, De Martelaer K, Martins J, Mieziene B, Mendoza-Muñoz M, Mouton A, Olaru BS, Onofre M, Pavlova I, Repond MR, Riga V, Salin K, Schnitzler C, Sekulic D, Töpfer C, Vasickova J, Yıldızer G, Zito V, Bentsen P, Green N, Elsborg P. Physical literacy in Europe: The current state of implementation in research, practice, and policy. J Exerc Sci Fit 2023; 21:165-176. [PMID: 36688001 PMCID: PMC9827378 DOI: 10.1016/j.jesf.2022.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Revised: 12/21/2022] [Accepted: 12/25/2022] [Indexed: 12/31/2022] Open
Abstract
Background/objective The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. Methods We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis, ensuring a transnational four-eyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. Results The document analysis resulted in ten disjunct themes (related to "concept", "research", "practice/policy", "future/prospect") and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Conclusion Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concepts. Research should intensify academic activities (conceptual-linguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term.
Collapse
Affiliation(s)
- Johannes Carl
- Friedrich-Alexander University Erlangen-Nürnberg, Department of Sport Science and Sport, Gebbertstraße 123b, 91058, Erlangen, Germany,Corresponding author.
| | - Anna S. Bryant
- Cardiff Metropolitan University, Cardiff School of Education and Social Policy / School of Sport and Health Sciences, Cyncoed Road, CF23 6XD, Cardiff, UK
| | - Lowri C. Edwards
- Cardiff Metropolitan University, Cardiff School of Education and Social Policy / School of Sport and Health Sciences, Cyncoed Road, CF23 6XD, Cardiff, UK
| | - Gillian Bartle
- University of Dundee, Division of Education and Society, DD1 4HN, Nethergate Dundee, Scotland, United Kingdom
| | - Jens E. Birch
- Oslo Metropolitan University, Department of Primary and Secondary Teacher Education, P.O. Box 4, St. Olavs Plass, 0130, Oslo, Norway
| | - Efstathios Christodoulides
- University of Central Lancashire Cyprus, School of Sciences/Sport and Exercise Sciences, 12-14 University Avenue, Pyla, 7080, Larnaka, Cyprus
| | - Arunas Emeljanovas
- Lithuanian Sports University, Department of Physical and Social Education, Sporto Str. 6, 44221, Kaunas, Lithuania
| | - Andreas Fröberg
- University of Gothenburg, Department of Food and Nutrition and Sport Science, Läroverksgatan 5, 40530, Gothenburg, Sweden
| | - Joseph Gandrieau
- University Lille, University Artois, University Littoral Côte d’Opale, Unité de Recherche Pluridisciplinaire Sport Santé Société, 413 Av. Eugène Avinée, 59120, Loos, France
| | - Barbara Gilic
- University of Split, Faculty of Kinesiology, Teslina 6, 21000, Split, Croatia
| | - Ivo van Hilvoorde
- Windesheim University of Applied Sciences, Campus 2, 8017, CA, Zwolle, Netherlands,Université Côte d’Azur, LAMHESS261, Boulevard du Mercantour B.P. 3259 06205 Nice Cedex 03, France
| | - Peter Holler
- FH JOANNEUM University of Applied Sciences, Institute of Health Management in Tourism, Kaiser-Franz-Josef-Strasse 24, 8344, Bad Gleichenberg, Austria
| | - Teodora M. Iconomescu
- Dunărea de Jos University, Faculty of Physical Education and Sport, Domneasca Street no. 47, 800008, Galati, Romania
| | - Johannes Jaunig
- University of Graz, Institute of Human Movement Science, Sport and Health, Mozartgasse 14, 8010, Graz, Austria
| | - Ida Laudanska-Krzeminska
- Poznan University of Physical Education, Department of Physical Activity and Health Promotion Science, ul. Krolowej Jadwigi 27/39, 61-871, Poznan, Poland
| | - Suzanne Lundvall
- University of Gothenburg, Department of Food and Nutrition and Sport Science, Department, Läroverksgatan 5, 40530, Gothenburg, Sweden
| | | | - João Martins
- Centro de Estudos em Educação, Fac. de Motricidade Humana e UIDEF, Instituto da Educação, Universidade de Lisboa, Estr. da Costa, 1499-002, Cruz Quebrada, Portugal
| | - Brigita Mieziene
- Lithuanian Sports University, Department of Physical and Social Education, Sporto Str. 6, 44221, Kaunas, Lithuania
| | - Maria Mendoza-Muñoz
- University of Extremadura, Faculty of Sport Sciences, Av. de la Universidad S/n, 10003, Caceres, Spain
| | - Alexandre Mouton
- University of Liège, Research Unit for a Life-Course Perspective on Health & Education (RUCHE), Allée des Sports 2, 4000, Liège, Belgium
| | - Bogdan S. Olaru
- Dunărea de Jos University, Faculty of Physical Education and Sport, Domneasca Street no. 47, 800008, Galati, Romania
| | - Marcos Onofre
- Centro de Estudos em Educação, Fac. de Motricidade Humana e UIDEF, Instituto da Educação, Universidade de Lisboa, Estr. da Costa, 1499-002, Cruz Quebrada, Portugal
| | - Iuliia Pavlova
- Lviv State University of Physical Culture, Department of Theory and Methods of Physical Culture, Kostiushka Str. 11, 79007, Lviv, Ukraine
| | - Marie Rose Repond
- Federal Institute of Sport, Bern University of Applied Sciences, 2532, Magglingen, Switzerland
| | - Vassiliki Riga
- University of Patras, Department of Educational Sciences & Early Childhood Education, University Campus, 26504, Rio, Greece
| | - Kasper Salin
- University of Jyväskylä, Faculty of Sport & Health Sciences, Keskussairaalantie 4, 40100, Jyväskylä, Finland
| | - Christophe Schnitzler
- E3S laboratory - UR 1342 - University of Strasbourg 14, Rue R. Descartes, 67000, Strasbourg, France
| | - Damir Sekulic
- University of Split, Faculty of Kinesiology, Teslina 6, 21000, Split, Croatia
| | - Clemens Töpfer
- University of Jena, Institute for Sports Science, Seidelstraße 20, 07749, Jena, Germany
| | - Jana Vasickova
- Palacký University Olomouc, Faculty of Physical Culture, Department of Social Science in Kinanthropology, Tr. Miru 117, 77900, Olomouc, Czech Republic
| | - Günay Yıldızer
- Eskişehir Technical University, Department of Physical Education and Sport, 2 Eylül Kampüsü, 26555, Eseksehir, Türkiye
| | - Viviana Zito
- Capdi & LSM, Piazzale Dante 8, 74121, Taranto, Italy
| | - Peter Bentsen
- University of Copenhagen, Department of Geosciences and Natural Resource Management, Rolighedsvej 23, 1958, Frederiksberg, Denmark
| | - Nigel Green
- International Physical Literacy Association, 9 Pine View, WN3 6DF, Winstanley (Wigan), England, UK
| | - Peter Elsborg
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Nordre Fasanvej 57, 2000, Frederiksberg, Denmark,Health Promotion Research, Steno Diabetes Center Copenhagen, Borgmester Ib Juuls Vej 83, 2730, Herlev, Denmark
| |
Collapse
|
5
|
Carl J, Barratt J, Wanner P, Töpfer C, Cairney J, Pfeifer K. The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis. Sports Med 2022; 52:2965-2999. [PMID: 35994237 PMCID: PMC9691485 DOI: 10.1007/s40279-022-01738-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/20/2022] [Indexed: 02/01/2023]
Abstract
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.
Collapse
Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
| | - Jaime Barratt
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Philipp Wanner
- Institute of Sports and Sports Sciences, Ruprecht Karl University of Heidelberg, Im Neuenheimer Feld 700, 69120 Heidelberg, Germany
| | - Clemens Töpfer
- Institute of Sports Science, Friedrich Schiller University Jena, Seidelstraße 20, 07749 Jena, Germany
| | - John Cairney
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Klaus Pfeifer
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
| |
Collapse
|