Framing physical literacy for aging adults: an integrative review

Physical literacy, health and interactive aging: a position paper

Physical literacy (PL), a concept commonly associated with the early years, physical education, and youth sport development, can become a meaningful determinant of health and longevity for the adult and older adult population. A review of 55 recent publications from 2018 to 2023 that encompassed physical literacy conceptual frameworks, assessments, and intervention-based studies was undertaken through an heuristic inspired by the philosophy which gave birth to PL. With particular interest in how PL has evolved in response to the needs of an aging population, this position paper tracks a key shift in focus from the individual to the relational context. It references positive interaction and social participation in recent models as significant features of an across-the-lifespan PL perspective.The concluding position is that fostering joyful inter-action be at the heart of PL promotion, resource development and assessment practices, especially in the case of an aging population.

Physical literacy in older adults: a scoping review protocol

Population aging is a prominent phenomenon worldwide. The increase in physical inactivity and co-morbid diseases poses a major challenge to current community health policies. Physical activity guidelines recommended for older people have not been met by this population group. For this reason, a new model, physical literacy, is being innovated and has gained global attention and has emerged as an effective and innovative active aging strategy to improve physical activity participation of this vulnerable group. However, the evidence on physical literacy in the older adult so far is brief and diffuse. Therefore, the aim was to conduct a scoping review protocol to identify and map physical literacy in older people. This scoping review protocol was based on the Joanna Briggs Institute Method. The search will be performed on Embase, IBSS ProQuest, Medline OVID, PsycINFO Ebsco, PubMed, ScienceDirect, Scopus, SPORTDiscus, Social Services Abstracts ProQuest, Sociological Abstracts ProQuest, Web of Science ISI, Wiley Online Library, Cochrane Library, and ERIC Ebsco databases. All types of studies published since 2001 in English, Spanish, and Portuguese examining physical literacy over the lifespan of older adults were included. Two independent reviewers will organize and select studies according to the objectives and questions of the scoping review. The selected publications will be organized and summarized using a checklist proposed by the PRISMA-ScR. Qualitative data analysis (thematic analysis) will be performed to identify meanings and patterns to answer the research question. The final scoping review will present the main evidence available, key concepts/definitions, research conducted, and knowledge gaps related to physical literacy in older adults, leading to strategies to improve the community health of this population, as well as health literacy.

Friluftsliv literacy-a contribution to physical literacy for health throughout the life course

This article illuminates and discusses the concept "friluftsliv literacy" in relation to physical literacy for health throughout the life course. A literal translation into English of "friluftsliv" would be "free-air life" - or "outdoor life." We obtained stories and interview data from older adult people who could help us by providing insights into friluftsliv literacy through a number of life phases. The research questions were: What can describe friluftsliv literacy from the perspective of experienced friluftsliv practitioners and generate understandings of friluftsliv literacy from childhood to old age, and how can friluftsliv literacy contribute to the conceptualization of physical literacy for health throughout the life course? We designed the study according to a constructionist research tradition and followed six analytical phases of reflexive thematic analysis of the interview data. We developed four themes from the data material and argue that friluftsliv literacy includes an existential phenomenological and idealist dimension in the way it offers a view on the active subject in friluftsliv through the various life phases and promotes nature experiences through the whole life. Moreover, friluftsliv literacy promotes "pure" friluftsliv experiences based on internal motivation and desire, voluntariness, and freedom. We also argue that throughout the life course friluftsliv literacy promotes important social values, especially within family contexts, social values that enhance the quality of life. Friluftsliv literacy also includes a pragmatic dimension and contributes to the conceptualization of physical literacy for health in the way that it promotes people learning to like friluftsliv at a young age, an attitude that can then be nurtured and maintained throughout one's entire life by practising friluftsliv and adapting to individual capacities and life phases.

The Development and Psychometric Evaluation of the Perceived Physical Literacy for Chinese Elderly Questionnaire

BACKGROUND AND OBJECTIVES

Physical literacy refers to a holistic view of physical activity (PA), which proposes that a person needs to be motivationally, physically, strategically, mentally, socially, and knowledgeably prepared to be and stay physically active. It has been recently introduced in the field of older adults' PA. Our study sought to develop the Perceived Physical Literacy for Chinese Elderly Questionnaire (PPLCEQ) and evaluate its psychometric properties.

RESEARCH DESIGN AND METHODS

We conducted qualitative interviews and literature reviews to develop the item pool. Expert panel review and cognitive interviewing were used to evaluate the questionnaire's content validity. A convenience sample of 388 Chinese older adults was recruited to assess the questionnaire's validity and reliability.

RESULTS

The developed PPLCEQ includes 47 items. Consistent with the conceptual definition of physical literacy, exploratory factor analysis showed that the PPLCEQ is composed of 6 subscales. Participants' PPLCEQ scores were moderately correlated to their leisure-time PA (r = 0.38, p < .001), PA maintenance (r = 0.44, ps < .001), and perceived competence for exercising regularly scores (r = 0.58, p < .001). Moreover, the Cronbach's alpha and the test-retest reliability of the questionnaire were 0.88 and 0.70, respectively.

DISCUSSION AND IMPLICATIONS

Psychometric assessment results suggest that the PPLCEQ is a reliable and valid tool that can be used in future studies investigating Chinese older adults' perceived physical literacy.

Development of the Perceived Physical Literacy Questionnaire (PPLQ) for the adult population

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.

Translation, Cultural Adaptation and Validation of Perceived Physical Literacy Instrument-Spanish Version (PPLI-Sp) for Adults

To translate and culturally adapt the Perceived Physical Literacy Instrument (PPLI) questionnaire, as well as to evaluate the factor structure. A single-measure cross-sectional study was conducted. For the first phase of the study, a translation and cultural adaptation of the PPLI questionnaire was carried out, as well as an interview, with the aim of assessing the understanding of the instrument. In the second part of the study, exploratory (EFA) and confirmatory (CFA) factorial analyses were conducted. A total of 213 Spanish adults with a mean age of 27.40 (10.58) participated. EFA was performed because of the good results offered by the sampling adequacy indices (Bartlett test = 1081.848; df = 153; p < 0.001; and KMO test = 0.825). The factor solution comprised three correlated factors:1) physical competence, 2) motivation and confidence, and 3) knowledge and understanding. After the EFA, items 7, 9, 10, 11, 12, 13, 14, 15 and 17 were excluded. Therefore, through CFA, a factor structure of 9 items grouped into three dimensions was extracted. The PPLI-Sp version for adults, obtained from the back-translation process as well as after individual interviews, proved to be valid and reliable after the EFA and CFA analyses, obtaining an instrument of nine items, divided into three dimensions. This instrument can be used to determine the perception of physical literacy among different Spanish adult populations.

Synthesising physical literacy research for 'blank spots': A Systematic review of reviews

The holistic concept of physical literacy (PL) has gained considerable attention worldwide and integrates different determinants (e.g., physical, affective, and cognitive) of physical activity. The purpose of this systematic review (PROSPERO registration: CRD42022312764) was to broadly synthesise PL research and determine "blank spots". We performed standardized searches for PL reviews in 23 databases. Inclusion criteria were English language, any review with a systematized search, publication by June 2023 and PL relevance in an article's main body. The content and insights of the identified reviews were assigned to six literature-driven "problem fields": (i) theory/concept, (ii) measurement/levels/trends, (iii) determinants, (iv) outcomes, (v) interventions, and (vi) policy. We employed nine items for assessing the methodological quality of the reviews (including six items from AMSTAR-2). The screening resulted in an inclusion of 41 PL reviews of different methodology. Existing reviews most frequently analysed aspects of measurement (n = 20) as well as theory/definition (n = 19), followed by interventions (n = 17). In contrast, determinants (n = 6), outcomes (n = 5) and policy aspects (n = 4) were discussed less often. Accordingly, the major "blank spots" are: empirical studies on determinants and outcomes; PL levels and trends; pivotal moderators of interventions; and policy aspects. We recommend the scientific community to address these to move the field forward.

Research on the Relationship between Physical Literacy, Physical Activity and Sedentary Behavior

During the COVID-19 pandemic, college students' health-related physical activity and physical literacy aroused widespread concern. This study evaluated the relationship among physical literacy (PL), sedentary behavior (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA); we further explored whether LAP and SB mediated the association between PL and MVPA.

METHODS

This study was based on a cross-sectional survey of Chinese college students. The Perceived Physical Literacy Instrument Scale (PPLI-SC) and International Physical Activity Questionnaire Short Form (IPAQ-SF) were used to investigate the PL, MVPA, LPA, and SB.

RESULTS

There were 2996 valid questionnaires with 829 boys and 2167 girls. The MVPA, LPA, and PL of boys were significantly higher than girls, while the SB values were significantly lower in girls (p&nbsp;< 0.01). The correlation analysis showed that there was a significant correlation between the two indexes except for SB and LPA. Path analysis shows that PL directly, significantly, and positively affects MVPA. PL reduces SB (β = -0.085, p < 0.001) and increases LPA (β = 0.097, p < 0.001). The total mediation effect accounted for 14.014%, and the mediation effects of SB and LPA accounted for 4.417% and 9.597%, respectively.

CONCLUSIONS

LPA and SB partially mediated the relation between PL and MVPA. SB and LPA partially explain the impact of PL on MVPA. The findings suggest that managing SB and improving LPA could play a significant indirect role in increasing the positive effect of PL on MVPA and that increasing the opportunities for LPA increased the MVPA for Chinese college students.