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Liu Y, Liu S, Sum R, Duncan M, Gu Y, Li M. Associations between levels of physical literacy and adherence to the 24-h movement guidelines among university students: A cross-sectional study. J Exerc Sci Fit 2024; 22:221-226. [PMID: 38559907 PMCID: PMC10979097 DOI: 10.1016/j.jesf.2024.03.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 03/10/2024] [Accepted: 03/16/2024] [Indexed: 04/04/2024] Open
Abstract
Objectives Emerging evidence indicates that the composition of movement behaviours within a 24-h period is associated with multiple health benefits across the lifespan. A concept that emphasises an individual's active lifestyle is physical literacy (PL), yet empirical research exploring the potential associations between PL and 24-h movement guidelines remains scarce. This study aimed to evaluate the associations between levels of PL and adherence to the guidelines among Chinese university students. Study design A cross-sectional study. Methods Seven hundred and ninety-eight university students (390 male, 19.2 ± 1.2 years) completed all the measurements. Levels of PL and participants' adherence to guidelines including physical activity, sedentary behaviour and sleep were self-reported through Perceived Physical Literacy Instrument, International Physical Activity Questionnaire and Pittsburgh Sleep Quality Index, respectively. Two-way ANOVA was conducted to determine the associations between the number of guidelines met (0, 1, 2, or 3) and levels of PL. Results The results demonstrate that 36.5% (n = 291) of the participants met all the three guidelines, while 4.1% (n = 33) met none. Further analysis indicated that meeting physical activity or sedentary behaviour guidelines was associated with significantly higher total PL scores, and scores in the sub-domains of Confidence and Physical Competence and Motivation. Conclusions The findings provide evidence that young adults who obtained higher PL scores may meet more guidelines during a 24-h period. Future studies should incorporate accelerometer-based physical activity measurements and investigate the causal relationship between PL and adherence to the movement guidelines.
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Affiliation(s)
- Y. Liu
- Public Health and Sport Sciences, University of Exeter, Exeter, UK
| | - S.X. Liu
- School of Physical Education, Chongqing University, Chongqing, China
| | - R.K.W. Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong Special Administrative Region of China
| | - M.J. Duncan
- Centre for Physical Activity, Sport and Exercise Sciences, Coventry University, Coventry, UK
| | - Y.D. Gu
- Faculty of Sports Science, Ningbo University, Ningbo, China
| | - M.H. Li
- Faculty of Sports Science, Ningbo University, Ningbo, China
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Piesch L, Stojan R, Zinner J, Büsch D, Utesch K, Utesch T. Effect of COVID-19 Pandemic Lockdowns on Body Mass Index of Primary School Children from Different Socioeconomic Backgrounds. Sports Med Open 2024; 10:20. [PMID: 38429549 PMCID: PMC10907325 DOI: 10.1186/s40798-024-00687-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 02/19/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Childhood obesity is associated with various health outcomes. Restrictive measures to contain the spread of the Coronavirus Disease 2019 (COVID-19) pandemic, like lockdowns and school closures, affected children's daily structure, physical activity, dietary habits, and sleep quality, possibly exacerbating risk factors for childhood obesity and higher body mass index (BMI) in children. Poor socioeconomic conditions may have led to relatively higher risk for elevated BMI levels following pandemic measures. In this study, the impact of measures related to the COVID-19 pandemic on the BMI of third graders was investigated regarding children's socioeconomic background (SEB). METHODS Data from 41,728 children (8.84 ± 0.56 years, 20,431 female) were collected in the context of a cohort study. Children were tested either before the pandemic (preCOVID: Sept2017-March2020, n = 26,314), or following the first (postLDI: Aug2020-Dec2020, n = 6657) or second lockdown in Germany (postLDII: Aug2021-Jan2022, n = 8757). SEB was based on the official school type classification of the state of Berlin. Outcome was BMI standard deviation scores (SDS). RESULTS Significant effects of Time and SEB revealed elevated BMIs in postLDI (M = 0.23, p = 0.011) and postLDII (M = 0.22, p = 0.011) compared to preCOVID (M = 0.17) cohorts and higher BMIs for children with lower SEB (b = - 0.13, p < 0.001). A significant Time × SEB interaction indicated that the effect of SEB on children's BMI increased in response to lockdowns, especially in postLDII (b = - 0.05, p = 0.006). Results suggest that the COVID-19-related measures lead to increased BMI in children, and that children of lower SEB were at particular risk for higher BMIs following lockdowns. CONCLUSIONS These findings highlight the dependency of children's BMI on societal circumstances. Over the course of two lockdowns in Germany, children have experienced BMI increments, particularly in low socioeconomic areas. Authorities are called into action to counteract increasing rates of childhood weight by promoting physical activity of children and establishing related post-pandemic offers.
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Affiliation(s)
- Ludwig Piesch
- Institute of Educational Sciences, University of Münster, Bispinghof 5/6, 48143, Münster, Germany
- Institute of Human Movement Science, University of Hamburg, Hamburg, Germany
| | - Robert Stojan
- Institute of Educational Sciences, University of Münster, Bispinghof 5/6, 48143, Münster, Germany
| | - Jochen Zinner
- Deutsche Hochschule für Gesundheit und Sport, Berlin, Germany
| | - Dirk Büsch
- Universität Oldenburg, Oldenburg, Germany
| | - Katharina Utesch
- Institute of Psychology, University of Münster, Münster, Germany
| | - Till Utesch
- Institute of Educational Sciences, University of Münster, Bispinghof 5/6, 48143, Münster, Germany.
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Jerebine A, Mohebbi M, Lander N, Eyre ELJ, Duncan MJ, Barnett LM. Playing it safe: The relationship between parent attitudes to risk and injury, and children's adventurous play and physical activity. Psychol Sport Exerc 2024; 70:102536. [PMID: 37696315 DOI: 10.1016/j.psychsport.2023.102536] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 08/08/2023] [Accepted: 09/08/2023] [Indexed: 09/13/2023]
Abstract
BACKGROUND Children naturally seek risk in play and adventurous play outdoors confers many benefits, including the potential to increase moderate-to-vigorous physical activity (MVPA). This study aimed to investigate the relationship between parent attitudes to risk and injury, and their elementary school-aged child's daily adventurous play and MVPA. METHODS A panel sample of 645 Australian parents/guardians completed an online survey consisting of several validated measures of risk and injury attitudes, and physical activity and play behaviour. Data were analysed via descriptive statistics, univariate and multivariable regressions using Stata 17. A series of exploratory univariate logistic regressions were conducted, followed by a series of multivariable logistic regressions fitted to test the association between parent risk and injury attitudes and (i) children's MVPA, (ii) active play and (iii) adventurous play, while adjusting for socio-demographic factors. RESULTS Most adult participants (81%) were female. The mean age of the child participants (53% male) was 8.6 years (SD = 2.4). On average, parents were positive about children's engagement with risk, however, 78% of parents had low tolerance of risk when presented with specific play scenarios, and attitudes towards injuries varied, with mothers more concerned than fathers. After adjusting for confounders, children with parents who were tolerant of risk in play were more likely to meet the MVPA guideline of ≥60 min daily (OR 2.86, CI: 1.41, 5.82, p < 0.004) and spend more time playing adventurously (OR 3.03, CI: 1.82, 5.06, p < 0.001). Positive associations for MVPA and adventurous play were observed across all models examining parent attitudes to risk and injury. Younger children engaged in more play and physical activity, however, more positive parent attitudes appeared to moderate the age-related influences. CONCLUSIONS We found a divergence between the outcomes parents desire for their children through engagement with risk and the play activities they are comfortable with in practice. Parent attitudes to risk and injury are potentially modifiable factors that may increase children's affordances for adventurous play and physical activity. Interventions that provide parents with practical approaches to address injury concerns and support children's risk-taking in play outdoors are recommended.
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Affiliation(s)
- Alethea Jerebine
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia; Centre for Sport, Exercise and Life Sciences, Faculty of Applied Science and Health, Coventry University, Coventry, CV1 2TU, UK.
| | - Mohammadreza Mohebbi
- Deakin Biostatistics Unit, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia
| | - Natalie Lander
- School of Exercise and Nutrition Sciences, Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Faculty of Applied Science and Health, Coventry University, Coventry, CV1 2TU, UK
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Faculty of Applied Science and Health, Coventry University, Coventry, CV1 2TU, UK
| | - Lisa M Barnett
- School of Health and Social Development, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia; Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia
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Wang FJ, Choi SM, Lu YC. The relationship between physical literacy and quality of life among university students: The role of motivation as a mediator. J Exerc Sci Fit 2024; 22:31-38. [PMID: 38054164 PMCID: PMC10694319 DOI: 10.1016/j.jesf.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 10/16/2023] [Accepted: 10/21/2023] [Indexed: 12/07/2023] Open
Abstract
Background/objective The literature has discussed the potential for nurturing, integrating, and optimizing physical literacy to thereby enhance quality of life. Progression could be made through the disposition of acquiring movements and engaging in physical activity, but data supporting such an argument remains limited. This cross-sectional study attempted to empirically investigate these two variables by assessing the levels of motivation and satisfaction among university students in Taiwan. The hypothesis posited a positive correlation between physical literacy and quality of life, with the mediating effects of motivation and satisfaction taken into consideration. Methods By applying the time segregation method, participants were asked to complete a set of questionnaires at the beginning and the end of the first semester during the 2021 - 2022 academic year. The initial phase involved gathering demographic information and assessing the perceived physical literacy score. The scores for motivation, satisfaction, and quality of life were measured in the subsequent phase. SmartPLS version 3.3 was used to conduct data analysis. After ratifying the model's goodness-of-fit, partial least squares structural equation modeling was used to test the hypotheses in the research model. Results A total of 388 students (male n = 320, female n = 68; mean age: 18.5 years) participated in this study. Moderate explanatory power was found in the relationships of perceived physical literacy to physical education satisfaction (βPPLI → PES = 0.137, t = 6.439, R2 = 0.642) and motivation (βPPLIA → SIMS = 0.511, t = 32.701, R2 = 0.607). Results then indicated that motivation is the mediator of the relationship between physical literacy and physical education satisfaction (βPPLI → SIMS → PES = 0.373, t = 4.015). Furthermore, this satisfaction mediated the relationship between physical literacy and quality of life (βPPLI → PES → QoLS = 0.070, t = 4.47). Conclusion This study connected theoretical knowledge regarding physical literacy with practice, suggesting that ongoing physical education may nurture the habit of lifelong participation in physical activity, thus further improving quality of life.
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Affiliation(s)
- Fong-Jia Wang
- Office of Physical Education, Tamkang University, Taiwan
| | - Siu Ming Choi
- Physical Education Unit, The Chinese University of Hong Kong, Hong Kong
| | - Yu-Cheng Lu
- Office of Physical Education, National Formosa University, Taiwan
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Wang H, King B, Yang R. The Development and Psychometric Evaluation of the Perceived Physical Literacy for Chinese Elderly Questionnaire. Gerontologist 2023; 63:1478-1487. [PMID: 36477868 DOI: 10.1093/geront/gnac176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Indexed: 10/18/2023] Open
Abstract
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.
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Affiliation(s)
- Haocen Wang
- School of Nursing, Purdue University, West Lafayette, Indiana, USA
- School of Nursing, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Barbara King
- School of Nursing, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Rumei Yang
- School of Nursing, Nanjing Medical University, Nanjing, Jiangsu, China
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Zhang D, Shi L, Zhu X, Chen S, Liu Y. Effects of intervention integrating physical literacy into active school recesses on physical fitness and academic achievement in Chinese children. J Exerc Sci Fit 2023; 21:376-384. [PMID: 37927355 PMCID: PMC10624586 DOI: 10.1016/j.jesf.2023.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 09/19/2023] [Accepted: 09/27/2023] [Indexed: 11/07/2023] Open
Abstract
Background/Objective The aim of this study was to examine the effects of school-based intervention integrating physical literacy (PL) into active school recesses (ASR) on physical fitness (i.e., body composition, 20-m shuttle run, 50-m run, rope skipping, sit and reach, handgrip) and academic achievement (i.e., academic result of Chinese and Mathematics) in Chinese children. Methods A total of 357 children (mean age: 7.8 ± 0.7 years; boys: 50.4%) were recruited from two schools and these two schools were randomly assigned as the intervention group (IG) and the control group (CG), respectively. The IG consisted of 155 children (mean age: 7.9 ± 0.7 years, boys: 51.0%), and 202 children (mean age: 7.8 ± 0.7 years; boys: 50%) were allocated to the CG. Children in the IG received a 10-week intervention integrating PL that was conducted during ASR. In the CG, children's regular school activity was remained during the intervention period. Generalized estimating equation was performed to compare the levels of physical fitness and academic achievement between the IG and the CG after intervention. Results Regarding physical fitness, there was a significant group × time interaction on 20-m shuttle run (β = -3.89, 95% CI [-5.08; -2.71], p < 0.001) and handgrip (β = -0.70, 95% CI [-1.20; -0.20], p = 0.006). After intervention, children in the IG had a greater increase than the CG (p < 0.001) in terms of 20-m shuttle run and handgrip. In addition, the post-test analysis indicated that performance of children in the IG was significantly greater than those in the CG (20-m shuttle run: p < 0.001, handgrip: p = 0.002). There was a significant group × time interaction on academic result of Chinese (β = -1.21, 95% CI [-1.91; -0.56], p = 0.001) and academic result of Mathematics (β = 16.71, 95% CI [15.14; 18.143], p < 0.001). Statistically significant positive difference in post-test was observed in academic result of Mathematics between the IG and the CG (p = 0.012). Conclusion The results of this intervention study indicate that intervention integrating PL into ASR could bring a promising effect on physical fitness and academic achievement in children. It is recommended that future studies are necessary to assess the effects of ASR-based PL intervention on physical and cognitive outcomes using a wide range of sample.
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Affiliation(s)
- Danqing Zhang
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Lijuan Shi
- Shanghai Teacher Education Institute, Shanghai, China
| | - Xiaoling Zhu
- Education Institute of Yangpu District Shanghai, Shanghai, China
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Yang Liu
- School of Physical Education, Shanghai University of Sport, Shanghai, China
- Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai, China
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Schmid J, Schorno N, Groux A, Giachino D, Zehetner J, Nett P, Nakas CT, Herzig D, Bally L. Fostering physical activity-related health competence after bariatric surgery with a multimodal exercise programme: A randomised controlled trial. J Behav Med 2023; 46:709-719. [PMID: 36862249 PMCID: PMC10558379 DOI: 10.1007/s10865-023-00398-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 01/31/2023] [Indexed: 03/03/2023]
Abstract
Regular physical activity (PA) supports the long-term success of bariatric surgery. However, integrating health-enhancing physical activity in daily life requires specific competences. In this study, we evaluated a multimodal exercise programme to build these competences.Forty adults who underwent bariatric surgery were randomised to a multimodal exercise programme or control group. Primary outcomes were the facets of PA-related health competences, namely the control competence for physical training, PA-specific affect regulation, motivational competence and PA-specific self-control. Secondary outcomes were PA behaviour and subjective vitality. Outcomes were assessed before, directly after the intervention and at 3 months follow-up.Significant treatment effects were found for control competence for physical training and PA-specific self-control but not for PA-specific affect regulation and motivational competence. Significant treatment effects were further observed for self-reported exercise and subjective vitality, all in favour of the intervention group. In contrast, no treatment effect was found for device-based PA. Overall, this study provides a foundation for future research to optimise long-term post bariatric surgery outcomes.
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Affiliation(s)
- Julia Schmid
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Nina Schorno
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - André Groux
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Daniel Giachino
- Department of Visceral Surgery, Lindenhofspital, Bern, Switzerland
| | - Jörg Zehetner
- Department of Visceral Surgery, Hirslanden Klinik Beau-Site, Bern, Switzerland
| | - Philip Nett
- Department of Visceral Surgery and Medicine, Bern University Hospital, Inselspital, University of Bern, Bern, Switzerland
| | - Christos T Nakas
- Laboratory of Biometry, School of Agriculture, Bern University Hospital, University of Thessaly, Nea Ionia Magnesia, University Institute of Clinical Chemistry, Inselspital, University of Bern, Bern, Switzerland
| | - David Herzig
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Lia Bally
- Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism UDEM, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
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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] [What about the content of this article? (0)] [Affiliation(s)] [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.
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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
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Grauduszus M, Wessely S, Klaudius M, Joisten C. Definitions and assessments of physical literacy among children and youth: a scoping review. BMC Public Health 2023; 23:1746. [PMID: 37679785 PMCID: PMC10486121 DOI: 10.1186/s12889-023-16680-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 09/01/2023] [Indexed: 09/09/2023] Open
Abstract
BACKGROUND Despite the recognised health benefits of physical activity, the physical activity levels of children and adolescents continue to decline. The concept of physical literacy (PL) is a promising holistic approach to physical activity promotion that addresses affective and cognitive domains in addition to physical and motor domains. In Germany, however, no uniform or widely used method exists for assessing PL in children. This research was conducted to compile information on international PL assessment systems for children and adolescents (up to 18 years of age), including their underlying definitions, structural designs and development processes, for the purpose of developing such a tool in Germany. METHODS A scoping review was conducted using PubMed, Web of Science and SPORTDiscus database entries. The initial search was conducted in July 2022, with a follow-up search performed in May 2023. Articles that operationalised the construct of PL and at least two of the three domains were identified and included. The procedure and assessment tools used to evaluate the individual domains and the overall PL construct were extracted from all selected articles. RESULTS A total of 882 articles were identified; five were added after a manual search. After duplicates were removed, 563 articles were screened by title and abstract, and 40 articles met the inclusion criteria and were included in the review. In a review of these articles, 23 different assessment procedures were identified. Eight assessment procedures included PL as a superordinate construct. Twenty-two of the 23 procedures assessed the affective and physical domains, only 14 assessed the cognitive domain. CONCLUSION Approximately half of the identified PL assessment systems addressed all three domains. Motor performance was most frequently integrated into the test procedures. Future developments in Germany should integrate all domains in the assessment to produce a holistic conceptualisation as the basis for appropriate funding.
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Affiliation(s)
- Martin Grauduszus
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany.
| | - Stefanie Wessely
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
| | - Marlen Klaudius
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
| | - Christine Joisten
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
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Simpson A, Stein M, Rosenberg M, Ward B, Derbyshire A, Thornton AL, Jackson B. Early childhood educator outcomes from online professional development for physical literacy: A randomised controlled trial. Psychol Sport Exerc 2023; 68:102464. [PMID: 37665906 DOI: 10.1016/j.psychsport.2023.102464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Revised: 05/04/2023] [Accepted: 05/09/2023] [Indexed: 09/06/2023]
Abstract
INTRODUCTION Early childhood is recognised as a critical window of opportunity for physical literacy development, however early childhood educators typically lack the training required to effectively provide appropriate physical literacy opportunities for children. We examined the effects of an online physical literacy professional development program-relative to continuing with 'standard' practice-on early childhood educators' physical literacy knowledge and application. METHODS We conducted a parallel two-arm randomised controlled trial, in which 88 early childhood educators were randomly assigned to an online professional development program designed to support educators' physical literacy instructional skills (intervention arm; n = 37), or a 'standard practice' control condition (n = 51). Data were collected prior to and after the four-week intervention period. We measured educators' physical literacy knowledge and application (our primary outcome) through independent coding of open-ended survey responses, and educators' self-reported perceptions of values, confidence, behaviours, and barriers (secondary outcomes). Between-group differences were assessed through analysis of covariance. RESULTS One intervention arm participant withdrew from the study, resulting in 87 participants included in analysis. Educators in the intervention arm scored significantly higher on post-intervention physical literacy knowledge (d = 0.62) and application (d = 0.33) than those in the control arm. Educators in the intervention arm also scored significantly higher than controls on confidence in teaching physical activity (d = 0.42) and significantly lower than controls on perceived personal barriers to physical activity (d = 0.53). Thirteen participants in the intervention arm (36%) did not begin the online professional development program. CONCLUSION Improvements in physical literacy instructional outcomes indicate the potential for further investigation into broader implementation of online professional development programs of this nature in the future.
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Affiliation(s)
- Aaron Simpson
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia; Telethon Kids Institute, Perth, Western Australia, Australia.
| | - Michelle Stein
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia
| | - Michael Rosenberg
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia
| | - Brodie Ward
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia
| | - Amanda Derbyshire
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia
| | - Ashleigh L Thornton
- Telethon Kids Institute, Perth, Western Australia, Australia; Division of Paediatrics, School of Medicine, The University of Western Australia, Australia; Kids Rehab WA, Perth Children's Hospital, Australia
| | - Ben Jackson
- School of Human Sciences (Exercise and Sport Science), The University of Western Australia, Australia; Telethon Kids Institute, Perth, Western Australia, Australia
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11
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Tang Y, Algurén B, Pelletier C, Naylor PJ, Faulkner G. Physical Literacy for Communities (PL4C): physical literacy, physical activity and associations with wellbeing. BMC Public Health 2023; 23:1266. [PMID: 37386373 PMCID: PMC10311742 DOI: 10.1186/s12889-023-16050-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Accepted: 06/05/2023] [Indexed: 07/01/2023] Open
Abstract
BACKGROUND Physical literacy (PL) is considered an important determinant of children's physical activity through which health benefits may be derived. The purpose of this study is to describe a sample of Canadian children's baseline levels of PL and movement behaviors, and explore whether the associations between PL and their mental wellbeing, if any, are mediated by moderate-to-vigorous physical activity (MVPA). METHODS All grade two children in 14 elementary schools in the West Vancouver School District, Canada were invited to participate in a two-year longitudinal project. PL was assessed through PLAYfun and PLAYself tools. Physical activity was measured by wrist-worn accelerometers (GT3X + BT) for seven days. Children's mental well-being was assessed using the Strengths and Difficulties Questionnaire (SDQ). A score of total difficulties was aggregated for internalizing and externalizing problems. RESULTS A total of 355 children aged 7-9 (183 boys, 166 girls, 6 non-binary) participated with 258 children providing valid accelerometer data. Children exhibited an average of 111.1 min of MVPA per day, with 97.3% meeting the physical activity guidelines. Approximately 43% (108/250) of participants were meeting the Canadian 24-h movement guidelines. Children were at an 'emerging' level of overall physical competence (45.8 ± 5.6) and reported a mean score of 68.9 (SD = 12.3) for self-perceived PL, with no significant differences between boys and girls. PL was significantly associated with MVPA (r = .27) and all SDQ variables (rs = -.26-.13) except for externalizing problems. Mediation analyses showed PL was negatively associated with internalizing problems and total difficulties when the association with MVPA was considered. However, the mediating role of MVPA was found only between PL and internalizing problems, β = -.06, 95%CI [-.12, -.01]. CONCLUSIONS Although most of our sample was physically active and showed higher adherence to 24-H movement guidelines than comparable population data, the motor competence and self-perceived PL of our sample were similar to those of previous studies. PL has an independent association with children's internalizing problems and total difficulties. Ongoing assessment will investigate the relationships between PL and children's mental health from a longitudinal perspective.
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Affiliation(s)
- Yiling Tang
- School of Kinesiology, Faculty of Education, University of British Columbia, Vancouver, BC, Canada
| | - Beatrix Algurén
- Department of Food and Nutrition, and Sport Science, Faculty of Education, University of Gothenburg, Göteborg, Sweden
| | - Chelsea Pelletier
- School of Health Sciences, University of Northern British Columbia, Prince George, BC, Canada
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, BC, Canada
| | - Guy Faulkner
- School of Kinesiology, Faculty of Education, University of British Columbia, Vancouver, BC, Canada.
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12
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Blaschke S, Carl J, Pelster K, Mess F. Promoting physical activity-related health competence to increase leisure-time physical activity and health-related quality of life in German private sector office workers. BMC Public Health 2023; 23:470. [PMID: 36899338 PMCID: PMC10007852 DOI: 10.1186/s12889-023-15391-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 03/07/2023] [Indexed: 03/12/2023] Open
Abstract
BACKGROUND Office workers (OWs) are at risk of low levels of health-enhancing physical activity (HEPA) and impaired health-related quality of life (HRQOL). Interventions based on physical activity-related health competence (PAHCO) aim to facilitate long-term changes in HEPA and HRQOL. However, these assumptions rely on the changeability and temporal stability of PAHCO and have not been tested empirically. This study therefore aims to test the changeability and temporal stability of PAHCO in OWs within an interventional design and to examine the effect of PAHCO on leisure-time PA and HRQOL. METHODS Three hundred twenty-eight OWs (34% female, 50.4 ± 6.4 years) completed an in-person, three-week workplace health promotion program (WHPP) focusing on PAHCO and HEPA. The primary outcome of PAHCO as well as the secondary outcomes of leisure-time PA and HRQOL were examined at four measurement points over the course of 18 months in a pre-post design by employing linear mixed model regressions. RESULTS PAHCO displayed a substantial increase from the baseline to the time point after completion of the WHPP (β = 0.44, p < 0.001). Furthermore, there was no decrease in PAHCO at the first (p = 0.14) and the second follow-up measurement (p = 0.56) compared with the level at the end of the WHPP. In addition, the PAHCO subscale of PA-specific self-regulation (PASR) had a small to moderate, positive effect on leisure-time PA (β = 0.18, p < 0.001) and HRQOL (β = 0.26, p < 0.001). The subscale of control competence for physical training (CCPT) also had a positive small to moderate effect on HRQOL (β = 0.22, p < 0.001). CONCLUSION The results substantiate PAHCO's theoretical characteristics of changeability and temporal stability, and underline the theoretically postulated effects on leisure-time PA and HRQOL. These findings highlight the potential of PAHCO for intervention development, which can be assumed to foster long-term improvements in HEPA and HRQOL in OWs. TRIAL REGISTRATION The study was retrospectively registered in the German Clinical Trials Register, which is an approved Primary Register in the WHO network, at the 14/10/2022 (DRKS00030514).
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Affiliation(s)
- Simon Blaschke
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, Munich, 80992, Germany.
| | - Johannes Carl
- Department of Sport Science and Sport, Chair of Exercise and Health, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, Erlangen, 91058, Germany
| | - Klaus Pelster
- Siemens AG, Environmental Protection, Health Management and Safety - Health Management (P&O EHS DE HM), Lyoner Str. 27, Frankfurt am Main, 60528, Germany
| | - Filip Mess
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
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13
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Paponetti MK, Zwolski C, Porter R, Paterno MV. Leveraging the construct of physical literacy to promote physical activity for youth with obesity - A qualitative analysis of physical therapists' perceptions. Obes Pillars 2023; 5:100054. [PMID: 37990742 PMCID: PMC10662039 DOI: 10.1016/j.obpill.2022.100054] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 12/23/2022] [Accepted: 12/28/2022] [Indexed: 11/23/2023]
Abstract
Background Promoting physical activity has been identified as a pillar of obesity treatment and prevention. However, youth with obesity often present with physical, affective, and environmental barriers to physical activity engagement. The construct of physical literacy, which has garnered international attention as a holistic approach to understanding human movement, may improve physical activity promotion strategies for youth with obesity. However, literature has shown that healthcare providers are not engaged with the construct of physical literacy. Methods This qualitative study utilized a phenomenological approach and interpretivist epistemology. Three phases of data collection included member checks, semi-structured interviews, and a focus group with physical therapists treating youth with orthopedic and sport injuries. Simultaneous data collection and inductive analysis was designed to identify themes reflecting how participants utilized the construct of physical literacy to promote physical activity in a clinical setting. Results Four overarching themes were identified in our analysis as strategies for promoting activity and physical literacy development: 1) Movement Experience, 2) Individualized Care, 3) Movement Momentum, and 4) External Factors. Conclusion The findings from this study highlight the usefulness of applying a physical literacy lens within physical activity promotion efforts among youth, which may be particularly important for youth with obesity. A high value was placed on the affective and behavioral determinants of physical activity. By applying a physical literacy lens, healthcare providers treating youth with obesity may be better equipped to address barriers and promote participation in physical activities that are enjoyable and build confidence. The findings from this study provide a foundation for future studies examining how healthcare providers can leverage the construct of physical literacy to improve physical activity outcomes among youth.
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Affiliation(s)
- Matthew K. Paponetti
- Sports and Orthopedic Physical Therapy, Nationwide Children's Hospital, 584 County Line Road West, Westerville, OH, 43082, United States
- Center for Healthy Weight and Nutrition, Nationwide Children's Hospital, Columbus, OH, United States
| | - Christin Zwolski
- Division of Occupational Therapy and Physical Therapy, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, OH, United States
| | - Rose Porter
- Doctor of Physical Therapy Program, College of Allied Health Sciences, University of Cincinnati, Cincinnati, OH, United States
| | - Mark V. Paterno
- Division of Occupational Therapy and Physical Therapy, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, OH, United States
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14
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Abstract
PURPOSE Physical literacy is an important component for improving functional health for adults. However, little is known how physical literacy can be framed to support the rehabilitation needs of aging adults. METHODS An integrative review was conducted to understand what components are used to frame physical literacy for adults. Electronic databases were searched from 2000-2021 for eligibility criteria including: 1) adults ≥45 years of age, 2) addressed physical literacy OR physical literacy components AND referred to outcomes assessing either mobility, physical function, rehabilitation, health promotion, health prevention, public health, or physical activity. RESULTS A total of 22 articles met the inclusion criteria. The varied methodological quality, including grey literature (50%) to systematic reviews (14%), indicates that physical literacy for adults is a novel topic. When defining physical literacy for adults, 13 new constructs emerged with purposeful activities, knowledge of age-related changes and social interaction as the top three. Physical literacy interventions demonstrated improvements in self-efficacy, physical function, and exercise behaviour. CONCLUSION Findings from the current literature indicate that engagement in purposeful, social, and diverse activities, obtaining knowledge of age-related changes and being able to self-adapt to mobility fluctuations is the foundation to becoming a physically literate adult.Implications for RehabilitationPhysical literacy is emerging as a promising health strategy for adults and older adults.Reconceptualization of the physical literacy construct to include rehabilitation approaches is needed to address the mobility challenges associated with aging.The foundation to becoming a physically literate adult involves monitoring one's ability for movement and having the knowledge to identify and remediate changes in function while engaging in purposeful movements.Physical literacy programs for adults and older adults have potential to positively impact important health outcomes equitably for all individuals.
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Affiliation(s)
| | - Ashley Morgan
- School of Rehabilitation Science, McMaster University, Hamilton, Canada
| | - Joy MacDermid
- School of Rehabilitation Science, McMaster University, Hamilton, Canada.,Department of Health Evidence & Impact, McMaster University, Hamilton, Canada.,Physical Therapy and Surgery, Western University, London, Canada.,Hand and Upper Limb Centre, St. Joseph's Health Centre, London, Canada
| | - Michael Wilson
- Department of Health Evidence & Impact, McMaster University, Hamilton, Canada.,McMaster Health Forum, McMaster University, Hamilton, Canada.,Centre for Health Economics and Policy Analysis, McMaster University, Hamilton, Canada
| | - Julie Richardson
- School of Rehabilitation Science, McMaster University, Hamilton, Canada.,Department of Health Evidence & Impact, McMaster University, Hamilton, Canada
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15
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Kianfard L, Niknami S, Shokravi FA, Rakhshanderou S. Design and validation of theory-based perceptions concerning the physical literacy questionnaire for pregnant women (P2LQ-PW). BMC Public Health 2022; 22:1955. [PMID: 36273164 PMCID: PMC9588218 DOI: 10.1186/s12889-022-14204-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 09/19/2022] [Indexed: 11/10/2022] Open
Abstract
Background There is evidence that physical literacy plays an essential role in understanding the importance of maintaining appropriate physical activity and thereby preventing illnesses during pregnancy. The present study aimed to design and validate a physical literacy questionnaire focused on pregnant women. Methods In this exploratory psychometric study, theory-based perceptions concerning the physical literacy questionnaire for pregnant women were designed. Face-to-face interviews were conducted to develop the initial items. The findings from the interviews were merged with the literature review. The content, construct, and face validity was assessed by the participation of midwives, health educationists, and pregnant women. The content validity ratio, content validity index, and impact score of the items were calculated. The construct validity of the questionnaire was calculated through confirmatory and exploratory factor analysis. The reliability of the questionnaire was calculated by the standard error of measurement, intra-class correlation coefficient, composite reliability, and Cronbach’s alpha. Results The highest score was seen in the knowledge subscale and the value of Cronbach’s alpha for the subscales was 0.89 to 0.97, and the value of ICC was 0.76 to 0.89. The correlation according to the opinion of experts was satisfactory in all items of the questionnaire. The minimum loading factor for varimax rotation in the knowledge subscale was 0.41, the attitude was 0.56, the nurture factor was 0.38, and enabling factor was 0.27. The compatibility of the model among the constructs was confirmed by the normed chi-square (χ2/ df) < 5.0, comparative fit index ≥0.90, Tucker-Lewis index ≥0.9, and root mean square error of approximation < 0.08. Conclusion The physical literacy questionnaire for pregnant women is the first tool based on the PEN-3 model that other researchers can use to collect data and conduct educational interventions to change physical literacy behavior among Persian women during pregnancy. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-14204-7.
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Affiliation(s)
- Leila Kianfard
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Jalal-e Al Ahmad Highway, Nasr Bridge, Tehran, Iran
| | - Shamsaddin Niknami
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Jalal-e Al Ahmad Highway, Nasr Bridge, Tehran, Iran.
| | - Farkhondeh Amin Shokravi
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Jalal-e Al Ahmad Highway, Nasr Bridge, Tehran, Iran
| | - Sakineh Rakhshanderou
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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16
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Ha AS, He Q, Lubans DR, Chan CH, Ng JYY. Parent-focused online intervention to promote parents' physical literacy and support children's physical activity: results from a quasi-experimental trial. BMC Public Health 2022; 22:1330. [PMID: 35820873 PMCID: PMC9277826 DOI: 10.1186/s12889-022-13739-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 07/05/2022] [Indexed: 12/02/2022] Open
Abstract
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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Affiliation(s)
- Amy S Ha
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China.
| | - Qing He
- Bau Institute of Medical and Health Sciences Education, Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW, Australia
| | - Cecilia H Chan
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
| | - Johan Y Y Ng
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
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17
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Li MH, Whitehead M, Green N, Ren H, Cheng CF, Lin LLC, Lin CP, Liu Y, Wen X, Lei SM, Li H, Shy DY, Tang Y, Choi SM, Huang Y, Ma R, Wang FJ, Chen S, Sum RKW. Operationally defining physical literacy in Chinese culture: Results of a meta-narrative synthesis and the Panel's recommendations. J Exerc Sci Fit 2022; 20:236-248. [PMID: 35646130 PMCID: PMC9117885 DOI: 10.1016/j.jesf.2022.04.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 04/19/2022] [Accepted: 04/20/2022] [Indexed: 12/12/2022] Open
Abstract
Purpose The definition of physical literacy (PL) needs to be explored by researchers from educational, public health, and sports organisations in Chinese culture; an adequate definition and theoretical framework of PL can then be embraced within different contexts and according to cultural influences. Methods This meta-narrative synthesis of literature in this area included a series of planning, search, mapping, appraisal, synthesis, and recommendation phases. The literature was translated into English and circulated among international experts to seek suggestions. A total of 74 articles were included in the PL definition synthesis and 28 were included for philosophical synthesis in this study. Results Based on three rounds of discussions, the final agreement was reached among panel members regarding the defining statements and practical and theoretical models of PL in Chinese culture. According to consensus, PL is the integration of physical, perceptual, cognitive, psychological, and behavioural capabilities, echoing with the need for an active, healthy, and fulfilling lifestyle, which involves continuous positive interactions with the environment and embodied engagement in physical activities for life. The framework addressed five domains (physical, sensory-perceptual, cognitive, psychological, and behavioural) and one important overlapping factor (dynamic environment). A further explanation was provided in the defining statement to assist in understanding the concept. Conclusion It is suggested that the cultural interpretation and historical background of PL in Chinese discourse should be addressed and respected. The development of a specific cultural definition statement of PL in one country could provide implications for PL researchers worldwide.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | | | - Nigel Green
- International Physical Literacy Association, UK
| | - Hai Ren
- Olympic Research Institute, Beijing Sport University, China
| | - Chih-Fu Cheng
- Department of Physical Education and Sports Science, Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University, Taiwan
| | - Linda Li-Chuan Lin
- Graduate Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, Taiwan
| | - Ching-Ping Lin
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taiwan
| | - Yang Liu
- School of Physical Education and Sport Training, Shanghai University of Sport, China.,Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, China
| | - Xu Wen
- Department of Sport and Exercise Science, College of Education, Zhejiang University, China
| | - Si Man Lei
- Faculty of Education, University of Macau, Macau, SAR, China
| | - Hongjuan Li
- Fitness and Health Research Institute, School of Sports Human Sciences, Beijing Sport University, China
| | - Deng-Yau Shy
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, Taiwan
| | - Yan Tang
- School of Physical Education and Sport Training, Shanghai University of Sport, China
| | - Siu Ming Choi
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China.,Physical Education Unit, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Yan Huang
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Ruisi Ma
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China.,School of Physical Education, Jinan University, China
| | - Fong Jia Wang
- Office of Physical Education, Tamkang University, Taiwan
| | - Sitong Chen
- Institute for Health and Sport, Victoria University, Australia
| | - Raymond Kim-Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
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18
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Jerebine A, Fitton-Davies K, Lander N, Eyre ELJ, Duncan MJ, Barnett LM. "All the fun stuff, the teachers say, 'that's dangerous!'" Hearing from children on safety and risk in active play in schools: a systematic review. Int J Behav Nutr Phys Act 2022; 19:72. [PMID: 35752813 PMCID: PMC9233824 DOI: 10.1186/s12966-022-01305-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 06/02/2022] [Indexed: 12/31/2022] Open
Abstract
Background Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. Methods Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. Results Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. Individual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. Conclusions The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01305-0.
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Affiliation(s)
- Alethea Jerebine
- School of Health and Social Development, Faculty of Health, Deakin University, VIC, Geelong, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Katie Fitton-Davies
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.,Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- School of Health and Social Development, Faculty of Health, Deakin University, VIC, Geelong, Australia.,Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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19
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Li MH, Rudd J, Chow JY, Sit CHP, Wong SHS, Sum RKW. A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children. Sports Med Open 2022; 8:55. [PMID: 35435541 PMCID: PMC9016088 DOI: 10.1186/s40798-022-00448-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 04/07/2022] [Indexed: 12/27/2022]
Abstract
Background The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children’s PA and health.
Method Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the “Quantity + Quality” blended PL group combining sit–stand desks and play-based recess (SSPlay), the “Quality” group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up. Results SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (− 2.96 vs − 5.15, p < 0.05) and Knowledge and Understanding (− 2.35 vs − 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention. Conclusion This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children’s school day has shown promise in supporting children’s all round development. PL intervention where environments are designed to increase the “Quantity + Quality” of children’s everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children’s PA in the school settings. Trial Registration: ChiCTR, ChiCTR2000035038. Registered 29 July 2020—Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038. Supplementary Information The online version contains supplementary material available at 10.1186/s40798-022-00448-5.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, SAR, China.
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Lane C, Naylor PJ, Predy M, Kurtzhals M, Rhodes RE, Morton K, Hunter S, Carson V. Exploring a parent-focused physical literacy intervention for early childhood: a pragmatic controlled trial of the PLAYshop. BMC Public Health 2022; 22:659. [PMID: 35382793 PMCID: PMC8982907 DOI: 10.1186/s12889-022-13048-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Accepted: 03/22/2022] [Indexed: 12/05/2022] Open
Abstract
Background Parents play a key role in young children’s physical activity and physical literacy development. Little research has explored parent-focused interventions to improve young children’s physical literacy. We examined if a theory-based, feasible physical literacy training workshop (PLAYshop) for parents could improve their physical literacy knowledge and confidence and improve parenting practices related to facilitating the physical literacy development of their preschool-aged child (3-5 years). The secondary objective was to explore implementation facilitators and barriers. Methods We conducted a pragmatic controlled trial in two Canadian cities (Edmonton and Victoria) from November 2019 – March 2020. A total of 143/151 parents were eligible and assigned to intervention (n = 71) or control group (n = 72). The PLAYshop included: (i) a 75-min in-person workshop with interactive activities and physical literacy educational messages, (ii) educational materials, (iii) an equipment pack, and (iv) two post-workshop booster emails. Surveys measured parents’ knowledge and confidence at baseline and follow-up. Application of PLAYshop concepts and implementation facilitators and barriers were explored with interviews of parents and workshop leaders. Repeated measures ANOVAs and thematic analyses were completed. Results Parents’ knowledge and confidence improved significantly over time; intervention group changes were significantly greater than control group changes (p < 0.001; ɳ2 = .32). Parents applied PLAYshop concepts at-home, including child-led play, making activities fun, and promoting child manipulative and locomotor skills. Time was a key parental implementation barrier. Program implementation issues varied by context (location and participants). Conclusions PLAYshop participation changed parents’ physical literacy knowledge and confidence and physical literacy enhancing play with their children. Implementation feasibility was high. The findings from this real-world trial highlight an efficacious and scalable intervention that warrants further testing. Trial registration ClinicalTrials.gov: NCT04394312. Registered 19/05/2020. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-13048-5.
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Affiliation(s)
- Cassandra Lane
- Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, Australia.,School of Medicine and Public Health, The University of Newcastle, Newcastle, NSW, Australia
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Madison Predy
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8840 114 St., Van Vliet Complex, University Hall, Edmonton, Alberta, T6G 2H9, Canada
| | - Mette Kurtzhals
- Center for Clinical Research and Prevention, Frederiksberg Hospital DK, Frederiksberg, Denmark
| | - Ryan E Rhodes
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Kayla Morton
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Stephen Hunter
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8840 114 St., Van Vliet Complex, University Hall, Edmonton, Alberta, T6G 2H9, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8840 114 St., Van Vliet Complex, University Hall, Edmonton, Alberta, T6G 2H9, Canada.
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Belton S, Connolly S, Peers C, Goss H, Murphy M, Murtagh E, Kavanagh J, Corr M, Ferguson K, O'Brien W. Are all domains created equal? An exploration of stakeholder views on the concept of physical literacy. BMC Public Health 2022; 22:501. [PMID: 35287646 PMCID: PMC8922859 DOI: 10.1186/s12889-022-12931-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 03/01/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the first all-island consensus statement for physical literacy. METHODS A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate differences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confidence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. RESULTS A majority (63%) of respondents indicated they were aware of an existing definition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy significantly higher than decision makers, and significantly higher than coaches in the cognitive and affective domains. All stakeholders significantly rated the importance of the physical/psychomotor domain of physical literacy higher than the affective or cognitive domains of physical literacy. CONCLUSIONS Differences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a definition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commitment to physical literacy statement operationalisation.
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Affiliation(s)
- Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin 9, Ireland.
| | | | - Cameron Peers
- Faculty of Science and Health, Dublin City University, Dublin 9, Ireland
| | - Hannah Goss
- School of Health and Human Performance, Dublin City University, Dublin 9, Ireland
| | - Marie Murphy
- Sport and Exercise Sciences Research Institute, Ulster University, Coleraine, UK
| | - Elaine Murtagh
- Department of Physical Education & Sport Sciences, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Jennifer Kavanagh
- School of Public Health, Physiotherapy, and Sports Science, University College Dublin, Dublin 9, Ireland
| | - Méabh Corr
- Kildare and Wicklow Education and Training Board, Wicklow, Ireland
| | | | - Wesley O'Brien
- School of Education, Sports Studies and Physical Education Programme, University College Cork, Cork, Ireland
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22
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Li MH, Sit CHP, Wong SHS, Wing YK, Ng CK, Sum RKW. Promoting physical activity and health in Hong Kong primary school children through a blended physical literacy intervention: protocol and baseline characteristics of the "Stand+Move" randomized controlled trial. Trials 2021; 22:944. [PMID: 34930404 PMCID: PMC8691020 DOI: 10.1186/s13063-021-05925-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 12/08/2021] [Indexed: 11/16/2022] Open
Abstract
Background Children predominantly remain sedentary in a traditional classroom. This study aimed to demonstrate the design and baseline characteristics of a three-armed intervention program that targeted enhancements in children’s physical literacy (PL), physical activity (PA), sleep, and executive functions by constructing an active classroom environment in primary schools. The blended approach involved organized PA participation during recess combined with changes to the classroom environment in response to the emphasis on nurturing children’s PL in Hong Kong. Methods This blended “Stand + Move” intervention adopted a randomized controlled trial design to investigate its effectiveness in improving health-related aspects. Three groups were compared: (1) PA recess intervention, (2) blended (sit-stand desks and PA recess) experimental, and (3) control groups. In this 13-week intervention (from March to September 2019), 76 students (59.2% girls) were recruited and randomly assigned to the three groups. The primary outcomes were children’s PL and PA. The secondary outcomes were children’s sleep and executive functions. Results Baseline data were evaluated. The mean age was 9.6 years [standard deviation = 0.61, range 9.0–12.0]. There were no significant differences between trial arms at baseline concerning any of the outcomes (all P = 0.06–0.89). Overall, 22.4% met the recommended PA guidelines, 36.8% met the sleep guidelines, and 10.5% met both guidelines. Three aspects of executive functions were evaluated: inhibition, executive control, and planning. Over half of the participants reported satisfaction with their perceived sleep quality. Conclusions The designed intervention is regarded as an innovative strategy that incorporates sit-stand desks and PA breaks to reconstruct children’s traditional classroom environment. The baseline results suggest that intervention was satisfactory in reducing students’ sitting time and increasing their PA engagement. We demonstrated the benefits of this intervention on children’s PL, various sleep patterns, and executive functions. As expected, the designed intervention changes made to the classroom improved children’s health behaviors, as well as the support from stakeholders at schools and the children’s families. Our results also provided the desired evidence for policy reforms in teaching and learning strategies. Trial registration ChiCTR ChiCTR2000035038. Registered on July 29, 2020—retrospectively registered Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05925-y.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Yun Kwok Wing
- Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Ching Kong Ng
- Stewards Pooi Kei Primary School, Hong Kong SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China.
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Mota J, Martins J, Onofre M. Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15-18 years) from grades 10-12: development, content validation and pilot testing. BMC Public Health 2021; 21:2183. [PMID: 34844566 PMCID: PMC8628133 DOI: 10.1186/s12889-021-12230-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Accepted: 11/09/2021] [Indexed: 11/16/2022] Open
Abstract
Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese PE syllabus. This paper describes the development, content validation, and pilot testing of the PPLA-Questionnaire (PPLA-Q), one of two instruments in the PPLA, comprised of modules to assess the psychological, social, and part of the cognitive domain of PL. Methods Development was supported by previous work, analysis of the APLF, and literature review. We iteratively gathered evidence on content validity through two rounds of qualitative and quantitative expert validation (n = 11); three rounds of cognitive interviews with high-school students (n = 12); and multiple instances of expert advisor input. A pilot study in two grade 10 classes (n = 41) assessed feasibility, preliminary reliability, item difficulty and discrimination. Results Initial versions of the PPLA-Q gathered evidence in favor of adequate content validity at item level: most items had an Item-Content Validity Index ≥.78 and Cohen’s κ ≥ .76. At module-level, S-CVI/Ave and UA were .87/.60, .98/.93 and .96/.84 for the cognitive, psychological, and social modules, respectively. Through the pilot study, we found evidence for feasibility, preliminary subscale and item reliability, difficulty, and discrimination. Items were reviewed through qualitative methods until saturation. Current PPLA-Q consists of 3 modules: cognitive (knowledge test with 10 items), psychological (46 Likert-type items) and social (43 Likert-type items). Conclusion Results of this study provide evidence for content validity, feasibility within PE setting and preliminary reliability of the PPLA-Q as an instrument to assess the psychological, social, and part of the cognitive domain of PL in grade 10 to 12 adolescents. Further validation and development are needed to establish construct validity and reliability, and study PPLA-Q’s integration with the PPLA-Observation (an instrument in development to assess the remaining domains of PL) within the PPLA framework. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-021-12230-5.
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Affiliation(s)
- João Mota
- Centro de Estudos de Educação, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal. .,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal.
| | - João Martins
- Centro de Estudos de Educação, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal.,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal
| | - Marcos Onofre
- Centro de Estudos de Educação, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal.,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal
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24
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Essiet IA, Lander NJ, Salmon J, Duncan MJ, Eyre ELJ, Ma J, Barnett LM. A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements. Int J Behav Nutr Phys Act 2021; 18:131. [PMID: 34620185 PMCID: PMC8499583 DOI: 10.1186/s12966-021-01162-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 06/23/2021] [Indexed: 12/21/2022] Open
Abstract
Background Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform diverse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Methods Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that sampled a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Results Database searches generated 61,412 citations; reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements; however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity (n = 32; 78% of studies), structural validity (n = 26; 63% of studies), and internal consistency (n = 25; 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. Conclusions There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. Trial registration This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01162-3.
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Affiliation(s)
- Inimfon A Essiet
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Natalie J Lander
- School of Education, Deakin University, Geelong, Victoria, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Science, Deakin University, Geelong, Victoria, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Jiani Ma
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
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25
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Mohammadzadeh M, Sheikh M, Houminiyan Sharif Abadi D, Bagherzadeh F, Kazemnejad A. Design and psychometrics evaluation of Adolescent Physical Literacy Questionnaire (APLQ). Sport Sci Health 2021; 18:397-405. [PMID: 34457071 PMCID: PMC8379033 DOI: 10.1007/s11332-021-00818-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Accepted: 07/19/2021] [Indexed: 11/25/2022]
Abstract
Purpose Despite the global introduction of physical literacy in recent years, a lack of a comprehensive physical literacy tool is still evident in adolescents. This study was conducted to design and perform psychometric evaluation of self-assessment adolescent physical literacy questionnaire in the Iranian sample. Methods A mixed research method, including 3 phases, was used on 836 adolescents in the age range of 12-18 years old. A questionnaire with 59 items was designed based on the qualitative stage, refined during the validity and reliability stages, and finally, formed a questionnaire with 25 items. Results The exploratory factor analysis showed 3 factors with an explanation of 59.5% of the total variance, and the results of confirmatory factor analysis confirmed the 3-factor model. Results also showed good internal consistency (α = 0.951), retest reliability (0.981-0.837), and concurrent validity of the questionnaire with the PPLI instrument (0.680-0.790). Conclusion The results showed good validity and reliability of the Adolescent Physical Literacy Questionnaire (APLQ) with 3 dimensions. Therefore, it can be a suitable tool to assess adolescent physical literacy. Supplementary Information The online version contains supplementary material available at 10.1007/s11332-021-00818-8.
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Affiliation(s)
| | - Mahmoud Sheikh
- Department of Physical Education and Sport Science, University of Tehran, Tehran, Iran
| | | | - Fazlollah Bagherzadeh
- Department of Physical Education and Sport Science, University of Tehran, Tehran, Iran
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26
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Melby PS, Elsborg P, Nielsen G, Lima RA, Bentsen P, Andersen LB. Exploring the importance of diversified physical activities in early childhood for later motor competence and physical activity level: a seven-year longitudinal study. BMC Public Health 2021; 21:1492. [PMID: 34340663 PMCID: PMC8330057 DOI: 10.1186/s12889-021-11343-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 06/17/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Research indicates that childhood motor competence (MC) can predict physical activity (PA) levels later in life and it has been argued that frequently engaging in a wide diversity of physical activities will eventually improve children's MC. However, no longitudinal or experimental studies have confirmed this theoretical rationale. The aims of this study are to explore the longitudinal associations between diversified physical activities at age six and later MC and PA (time spent in moderate-to-vigorous PA) (age nine and 13). Furthermore, we explore to what extent the longitudinal association between diversified physical activity and PA is mediated by MC. METHODS Longitudinal data from the Copenhagen School Intervention Study were used for this analysis, where 704 participated (69% response rate). Diversified physical activity (self-reported), MC (The Körperkoordinationstest für Kinder battery of postural stability and locomotor skills) and PA (accelerometer) were assessed in the children at age six, age nine and age 13. A total of 654 participated in at least two of the measures and, therefore, were included in the analysis. Two structural equation models were constructed, with diversified physical activity at age six and MC and PA at age nine as predictors of PA and MC at age 13. RESULTS The data from both models demonstrated good model fit. Diversified physical activity at 6 years of age was significantly associated with physical activity and MC at age 13, when adjusting for sex, age, intervention, weight, height, and previous levels of PA and MC. Diversified physical activity at age six was also positively associated with PA and MC at age nine, which were, in turn, positively related to PA at age 13 but to a lesser degree than diversified PA at age six. The association between diversified physical activity at age six and PA at age 13 was not mediated by MC at age nine. CONCLUSIONS The results of this study indicate that diversified physical activity at age six is important for the development of MC and PA in adolescence. Increasing the diversity of children's daily physical activities, not only the amount and intensity, seems important for future PA behavior and thereby health promotion in a life course perspective.
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Affiliation(s)
- Paulina S. Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Gentofte, 2820 Danmark
| | - Peter Elsborg
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Gentofte, 2820 Danmark
- Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Rodrigo A. Lima
- Research, Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Barcelona, Spain
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
- Department of Geosciences and Natural Resource Management, University of Copenhagen, 1958 Frederiksberg C, Denmark
| | - Lars B. Andersen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences Campus Sogndal, Bergen, 5020 Norway
- Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, 5020 Norway
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Elsborg P, Heinze C, Melby PS, Nielsen G, Bentsen P, Ryom K. Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes. BMC Public Health 2021; 21:1248. [PMID: 34187441 PMCID: PMC8243589 DOI: 10.1186/s12889-021-11299-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 06/09/2021] [Indexed: 11/28/2022] Open
Abstract
Background Physical inactivity is recognized as a leading global public health threat. Physical Literacy, a concept describing an individual’s prerequisites to participate in and adhere to physical activities, has been suggested to be a key concept in understanding physical activity in various populations. The aim of this study was to describe the prerequisites for physical activity among inactive adults in terms of their physical literacy and previous experience with sport and exercise and how these are interrelated. Methods Sample: 1033 physical inactive Danes. Measures: BREQ-3, ESES, the Levels of knowledge questionnaire and the physical self-confidence scale. Results Inactive Danish adult’s physical literacy scores are generally low compared to samples in other studies. Inactive adults with no or little previous experience with sport and exercise had lower levels of competences, self-efficacy and autonomous motivation for exercise and sport than the inactive with more experience. Previous sport and exercise experience was positively associated to the physical and affective domain of PL. Conclusion Previous experience with sport and exercise is very important to consider when developing sport and exercise activities for currently inactive adults as individuals with low previous experience have lower competences and autonomous motivation and therefore need lower challenges and other important attention to the motivational climate in order to ensure that the activities are motivating enough to secure continued engagement.
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Affiliation(s)
- Peter Elsborg
- Health Promotion Research, Steno Diabetes Center Copenhagen, Gentofte, Denmark. .,Center for Clinical Research and Prevention, Copenhagen University Hospital-Bispebjerg and Frederiksberg, Frederiksberg, Denmark.
| | - Clara Heinze
- Health Promotion Research, Steno Diabetes Center Copenhagen, Gentofte, Denmark
| | - Paulina S Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark.,Danish School Sports, Nyborg, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital-Bispebjerg and Frederiksberg, Frederiksberg, Denmark.,Department of Geosciences and Natural Resource Management, University of Copenhagen, Frederiksberg, Denmark
| | - Knud Ryom
- Department of Public Health, Aarhus University, Aarhus, Denmark
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Shearer C, Goss HR, Boddy LM, Knowles ZR, Durden-Myers EJ, Foweather L. Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7-11.9 Years: A Systematic Review. Sports Med Open 2021; 7:37. [PMID: 34046703 PMCID: PMC8160065 DOI: 10.1186/s40798-021-00324-8] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 04/29/2021] [Indexed: 11/21/2022]
Abstract
Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217 Supplementary Information The online version contains supplementary material available at 10.1186/s40798-021-00324-8.
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Affiliation(s)
- Cara Shearer
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Hannah R Goss
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.,School of Health & Human Performance, Dublin City University, Dublin, Ireland
| | - Lynne M Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Zoe R Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Elizabeth J Durden-Myers
- Faculty of Education, The University of Gloucestershire, Francis Close Hall, Swindon Road, Cheltenham, UK
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.
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Lane C, Carson V, Morton K, Reno K, Wright C, Predy M, Naylor PJ. A real-world feasibility study of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child's physical literacy. Pilot Feasibility Stud 2021; 7:113. [PMID: 34039447 PMCID: PMC8152299 DOI: 10.1186/s40814-021-00849-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Accepted: 04/28/2021] [Indexed: 11/15/2022] Open
Abstract
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 has explored interventions to improve children’s physical literacy, 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 was to explore the feasibility of a novel, physical literacy program (the PLAYshop) designed to build parents’ self-efficacy to support their child’s physical literacy. Methods A non-randomized, one-arm concurrent nested design was used. Thirty-five parents of young children (3–8 years of age) attended a 75-min workshop inclusive of interactive activities, educational messages, and the provision of resources focused on core physical literacy concepts. Pre- and post-workshop surveys used quantitative measures to assess parents’ satisfaction, knowledge, confidence, and intention to adopt practices. Follow-up interviews qualitatively explored the implementation experiences of both parents and facilitators. Paired t tests and thematic analysis were undertaken. Results Of the 33 eligible parents, 23 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. The majority of parents were satisfied with the workshop and motivated to apply 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). Limitations include the lack of control group and recruitment challenges. 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 study support the preliminary feasibility of the PLAYshop intervention and highlight areas to improve the intervention and recruitment prior to efficacy testing in a more rigorous trial format.
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Affiliation(s)
- Cassandra Lane
- School of Medicine and Public Health, The University of Newcastle, Newcastle, NSW, Australia.,Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, NSW, Australia
| | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Kayla Morton
- School of Exercise Science, Physical and Health Education, University of Victoria, Mackinnon 120, PO Box 1700, STN CSC, Victoria, BC, V8W 2Y2, Canada
| | - Kendra Reno
- School of Exercise Science, Physical and Health Education, University of Victoria, Mackinnon 120, PO Box 1700, STN CSC, Victoria, BC, V8W 2Y2, Canada
| | - Chris Wright
- School of Exercise Science, Physical and Health Education, University of Victoria, Mackinnon 120, PO Box 1700, STN CSC, Victoria, BC, V8W 2Y2, Canada.,Pacific Institute for Sport Excellence, Victoria, BC, Canada
| | - Madison Predy
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Alberta, Canada
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Mackinnon 120, PO Box 1700, STN CSC, Victoria, BC, V8W 2Y2, Canada.
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Wessely S, Starke D, Weyers S, Joisten C. Closing the gap between practice and science in school- and community-based participatory physical literacy promotion: study protocol of the StuPs project. BMC Public Health 2021; 21:642. [PMID: 33794824 PMCID: PMC8017603 DOI: 10.1186/s12889-021-10666-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2021] [Accepted: 03/21/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The role of physical activity in the promotion of children's well-being and health is widely known. However, research indicates that the time spent physically exercising and participating in organized sport activities is decreasing among children. Although there is currently no gold standard for promoting sustainable physical activity in children, community-based approaches, particularly those that are multicomponent, appear to be the most successful. The project StuPs: a school- and community-based participatory approach for promoting physical activity in children and their families aims to develop a community-based approach to promoting physical activity by increasing physical literacy among elementary school children and their household members. METHODS The project is built upon the intervention mapping approach and consists of two periods with an overall duration of 3 years. Period I will last 9 months and include an assessment of needs, wants, strengths, and weaknesses regarding physical activity and health promotion at the community- and school-based level according to the keywords "capacity building" and "physical literacy." Based on the knowledge gained in this stage, measures for capacity building to promote healthy lifestyles and physical literacy in children will be developed using the community-based participatory research and capacity building approach. In Period II, the measures will be applicated, implemented and evaluated using a pre-/post-design to assess efficacy. DISCUSSION Although the efficacy of using community-based and capacity building approaches to reach children is promising, there remains a gap regarding best practices for changing existing structures and habits over the long term and in the sense of promoting physical literacy.
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Affiliation(s)
- Stefanie Wessely
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, 50933 Cologne, Germany
| | - Dagmar Starke
- Academy of Public Health Services, Kanzerlstr. 4, 40472 Düsseldorf, Germany
| | - Simone Weyers
- Institute of Medical Sociology, Centre for Health and Society, Medical Faculty, Heinrich-Heine-University Düsseldorf, Universitätsstraße 1, 40225 Düsseldorf, Germany
| | - Christine Joisten
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, 50933 Cologne, Germany
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Li MH, Sum RKW, Sit CHP, Liu Y, Li R. Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children. J Exerc Sci Fit 2021; 19:171-177. [PMID: 33889185 PMCID: PMC8039830 DOI: 10.1016/j.jesf.2021.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 03/08/2021] [Accepted: 03/08/2021] [Indexed: 12/03/2022] Open
Abstract
Background/objective The directional relationship between physical literacy (PL) and physical activity (PA) in children remains unclear. This study explored the directionality of the relationship between children’s actual PL and PA, and whether their PL perceptions mediate this relationship. Methods This was a cross-sectional study. In total, 371 children (153 boys; Mage = 10.0 ± 1.0) from Chinese primary schools were recruited to complete all the assessments. Structural equation modeling (SEM) was conducted to determine a reciprocal relationship between Motivation and Confidence, Daily Behavior and moderate-to vigorous-intensity physical activity (MVPA). Results When perceived PL was examined as a mediator, the model with direction from MVPA to actual PL was observed with significance in Motivation and Confidence (β = 0.48) and Daily Behavior (β = 0.20). Perceived PL displayed no mediation effect for the direction from actual PL to MVPA. Conclusions This study provides evidence that engagement in PA might be useful to support the continuous development of PL. As perceived PL is an integral part of this relationship, future research is needed to understand its role for providing potential intervention targets to improve these outcomes among Chinese children.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Yong Liu
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Ru Li
- Faculty of Physical Education, Shenzhen University, China
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Hassani F, Shahrbanian S, Shahidi SH, Sheikh M. Playing games can improve physical performance in children with autism. Int J Dev Disabil 2020; 68:219-226. [PMID: 35309692 PMCID: PMC8928861 DOI: 10.1080/20473869.2020.1752995] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Revised: 03/31/2020] [Accepted: 03/31/2020] [Indexed: 06/14/2023]
Abstract
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by deficits in social communication, interaction, and stereotypical behaviours. Children with ASD have not enough opportunities to participate in physical activity (PA), which lead to increase fitness and health problem. The aim of this study was to compare two programs on motor skills. In the current investigation, 30 high functioning autistic children were diagnosed by a psychiatrist and randomly divided into control and experimental groups. The evaluation tools included the Brininx-Oresetsky Test (BOT) and a program named "I can have physical literacy" (ICPL) and Sport, Play, and Active Recreation for Kids (SPARK). The experimental intervention groups received sixteen sessions of 60 min, while the control group did not receive any treatment. Analysis of covariance was used to determine the difference between the groups. Post-hoc test was used to compare pairs of groups. Results showed that the experimental ICPL and Spark groups had increased motor skills (MS). There were significant differences between groups on gross motor skills. There were significant differences between the control and experimental ICPL groups, and between the experimental Spark and experimental ICPL groups. Both of these programs increased MS. ICPL program that address the characteristics of children with ASD, have a positive effect on their MS.
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Affiliation(s)
- Fahimeh Hassani
- Department of Motor Development, Kish International Campus (International Branch of University of Tehran), University of Tehran, Kish Island, Iran
- Department of Education, Faculty of Social Science, Umeå University, Sweden
| | - Shahnaz Shahrbanian
- Department of Physical Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
| | - Seyed Houtan Shahidi
- Department of Education, Faculty of Social Science, Umeå University, Sweden
- Department of Exercise Physiology, Kish International Campus (International Branch of University of Tehran), University of Tehran, Kish Island, Iran
- Department of Community Medicine and Rehabilitation, Section of Sports Medicine, Umeå University, Sweden
| | - Mahmoud Sheikh
- Department of Motor Behaviour, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
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Platvoet S, Pion J, de Niet M, Lenoir M, Elferink-Gemser M, Visscher C. Teachers' perceptions of children's sport learning capacity predicts their fundamental movement skill proficiency. Hum Mov Sci 2020; 70:102598. [PMID: 32217216 DOI: 10.1016/j.humov.2020.102598] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 02/19/2020] [Accepted: 02/27/2020] [Indexed: 11/18/2022]
Abstract
The intrapersonal mechanism that drives and explains individual differences in motor development is still a relatively underexplored area of research. In this study, we set out to determine whether in teachers' perceptions, higher sport-learning capacity (SLC) is associated with the level of fundamental movement skills, and the changes therein over 24 weeks in 7-year-olds. We assessed 170 children from eight primary schools in the Netherlands twice (T1, T2) in 24 weeks, using a tool to assess their FMS in applied settings (Platvoet, Elferink-Gemser, & Visscher, 2018). The schools' eight PE teachers used a digital questionnaire to score their perceptions of children's SLC (Platvoet, Elferink-Gemser, Baker, & Visscher, 2015). Based on their SLC, each child was then placed in the low (n = 33), average (n = 107), or high SLC-group (n = 30). We used a MANOVA to examine group differences, with the four subtests as dependent variables. The results revealed that regardless of SLC-group, children improved their FMS over 24 weeks (F(4,163) = 10.22, p < .05, Wilks Lamba = 0.800). An interaction effect was found for FMS assessment and SLC-group (F(8,326) = 2.23, p < 0,05, Wilks Lamba = 0.899). The children in the average and high groups improved more on the moving sideways subtest than those in the low group (p < .05). The MANOVA showed a main effect for SLC-group (F(4,163) = 4.69, p < .05, Wilks Lamba = 0.804). The average and high groups outperformed the low group on the measurements for walking backwards and moving sideways (p < .05). The high group also outperformed the low group on jumping sideways at both measurements, while the average group only achieved this at T1. The high group scored better on jumping sideways than the average group at T1 (p < .05). No differences in proficiency were found between the three groups on the hand-eye coordination assessment (p > .05). In sum, we found an association between children's SLC and level of FMS and changes therein; this was especially pronounced in children with a lower SLC, who had a lower proficiency and improved less on the subtest moving sideways.
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Affiliation(s)
| | - Johan Pion
- HAN university of applied sciences, Nijmegen / Ghent University, Ghent, Belgium
| | - Mark de Niet
- HAN university of applied sciences, Nijmegen, the Netherlands
| | | | - Marije Elferink-Gemser
- University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Chris Visscher
- University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
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Haible S, Volk C, Demetriou Y, Höner O, Thiel A, Trautwein U, Sudeck G. Promotion of physical activity-related health competence in physical education: study protocol for the GEKOS cluster randomized controlled trial. BMC Public Health 2019; 19:396. [PMID: 30975111 DOI: 10.1186/s12889-019-6686-4] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Accepted: 03/20/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND One central goal of physical education in many countries is to empower students to be physically active throughout their lifespan. Physical activity-related health competence (PAHCO) encompasses physical, cognitive, and motivational elements associated with the individuals' ability to be physically active in a health-enhancing way. To date, there is a lack of empirical evidence concerning effective programs and methods to promote PAHCO in physical education. The purpose of this study is to examine to what extent a health and physical fitness-related program that includes learning tasks integrating theoretical and practical elements promotes students' PAHCO in physical education. DESIGN/METHODS This study is a cluster randomized controlled trial that compares two physical education intervention programs on health and physical fitness (IG-run, IG-game play) with regular physical education lessons (CG-run, CG-game play) in secondary schools in Germany. Forty-eight physical education classes (ninth grade) were recruited and randomly allocated to the four study groups. The intervention programs include six physical education lessons on health and physical fitness and only differ in the type of physical activity that is executed (running and jumping vs. small-sided games). The students' PAHCO is examined both pre- and post-intervention and after 8-12 weeks of follow-up. We also determine various process variables during the intervention period to analyze the intervention fidelity. DISCUSSION The results of this study provide evidence on whether a combination of theoretical and practical elements in physical education can enhance students' PAHCO. Beyond that, our process analyses will allow differentiated insights into the mechanism of how the intervention programs work. TRIAL REGISTRATION German Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349 . Retrospectively registered on 10 January 2019.
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Holler P, Jaunig J, Amort FM, Tuttner S, Hofer-Fischanger K, Wallner D, Simi H, Müller A, van Poppel MNM, Moser O. Holistic physical exercise training improves physical literacy among physically inactive adults: a pilot intervention study. BMC Public Health 2019; 19:393. [PMID: 30971234 PMCID: PMC6458734 DOI: 10.1186/s12889-019-6719-z] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Accepted: 03/27/2019] [Indexed: 01/16/2023] Open
Abstract
BACKGROUND Physical literacy (PL), given as a multidimensional construct, is considered a person's capacity and commitment to a physically active lifestyle. We investigated the effect of a holistic physical exercise training on PL among physically inactive adults. METHODS A non-randomised controlled study was conducted. Thirty-one physically inactive adults in the intervention group (IG; 81% females, 44 ± 16 years) participated in a holistic physical exercise training intervention once weekly for 15 weeks. A matched, non-exercising control group (CG) consisted of 30 physically inactive adults (80% female, 45 ± 11 years). PL, compliance and sociodemographic parameters were measured. PL was evaluated by a questionnaire, covering five domains: physical activity behaviour, attitude towards a physically active lifestyle, exercise motivation, knowledge and self-confidence/self-efficacy. Data were analysed using ANCOVA models, adjusted for age, gender and BMI at baseline. RESULTS At post-training intervention, the IG showed significant improvements in PL (p = 0.001) and in the domains physical activity behaviour (p = 0.02) and exercise self-confidence/self-efficacy (p = 0.001), with no changes overserved for the CG regarding PL and those domains. No intervention effect were found for the other three domains, i.e. attitude, knowledge and motivation. Additionally, for the IG baseline BMI was identified to be positively correlated with physical exercise-induced improvements in PL (β = 0.51, p = 0.01). CONCLUSIONS The results from this study are very useful for further public health activities, which aim at helping physically inactive adults to adopt a physically active lifestyle as well as for the development of further PL intervention strategies. This pilot-study was a first attempt to measure PL in inactive adults. Yet, a validated measurement tool is still not available. Further research is necessary to determine the psychometric properties for this PL questionnaire. TRIAL REGISTRATION German Clinical Trials Register (DRKS), DRKS00013991 , date of registration: 09.02.2018, retrospectively registered.
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Affiliation(s)
- Peter Holler
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
- Department of Public Health, Institute for Health Promotion and Disease Prevention (IfGP), Graz, Austria
| | - Johannes Jaunig
- Institute of Sports Science, University of Graz, Graz, Austria
| | - Frank-Michael Amort
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
| | - Silvia Tuttner
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
| | - Kathrin Hofer-Fischanger
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
| | - Dietmar Wallner
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
| | - Helmut Simi
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
| | - Alexander Müller
- Institute of Health Management in Tourism, FH JOANNEUM, University of Applied Sciences, Bad Gleichenberg, Austria
- Institute of Sports Science, University of Graz, Graz, Austria
| | | | - Othmar Moser
- Cardiovascular Diabetology Research Group Division of Endocrinology and Diabetology Department of Internal Medicine Medical University of Graz, Graz, Austria
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Abstract
BACKGROUND The Canadian Assessment of Physical Literacy (CAPL) is a 25-indicator assessment tool comprising four domains of physical literacy: (1) Physical Competence, (2) Daily Behaviour, (3) Motivation and Confidence, and (4) Knowledge and Understanding. The purpose of this study was to re-examine the factor structure of CAPL scores and the relative weight of each domain for an overall physical literacy factor. Our goal was to maximize content representation, and reduce construct irrelevant variance and participant burden, to inform the development of CAPL-2 (a revised, shorter, and theoretically stronger version of CAPL). METHODS Canadian children (n = 10,034; Mage = 10.6, SD = 1.2; 50.1% girls) completed CAPL testing at one time point. Confirmatory factor analysis was used. RESULTS Based on weak factor loadings (λs < 0.32) and conceptual alignment, we removed body mass index, waist circumference, sit-and-reach flexibility, and grip strength as indicators of Physical Competence. Based on the factor loading (λ < 0.35) and conceptual alignment, we removed screen time as an indicator of Daily Behaviour. To reduce redundancy, we removed children's activity compared to other children as an indicator of Motivation and Confidence. Based on low factor loadings (λs < 0.35) and conceptual alignment, we removed knowledge of screen time guidelines, what it means to be healthy, how to improve fitness, activity preferences, and physical activity safety gear indicators from the Knowledge and Understanding domain. The final refined CAPL model was comprised of 14 indicators, and the four-factor correlated model fit the data well (r ranged from 0.08 to 0.76), albeit with an unexpected cross-loading from Daily Behaviour to knowledge of physical activity guidelines (mean- and variance-adjusted weighted least square [WLSMV] χ2(70) = 1221.29, p < 0.001, Comparative Fit Index [CFI] = 0.947, root mean square error of approximation [RMSEA] = 0.041[0.039, 0.043]). Finally, our higher-order model with Physical Literacy as a factor with indicators of Physical Competence (λ = 0.68), Daily Behaviour (λ = 0.91), Motivation and Confidence (λ = 0.80), and Knowledge and Understanding (λ = 0.21) fit the data well. CONCLUSIONS The scores from the revised and much shorter 14-indicator model of CAPL can be used to assess the four correlated domains of physical literacy and/or a higher-order aggregate physical literacy factor. The results of this investigation will inform the development of CAPL-2.
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Affiliation(s)
- Katie E. Gunnell
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
- Department of Psychology, Carleton University, 550 Loeb Building, 1125 Colonel By Drive, Ottawa, ON K1S 5B6 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Kevin Belanger
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
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Delisle Nyström C, Traversy G, Barnes JD, Chaput JP, Longmuir PE, Tremblay MS. Associations between domains of physical literacy by weight status in 8- to 12-year-old Canadian children. BMC Public Health 2018; 18:1043. [PMID: 30285688 PMCID: PMC6167768 DOI: 10.1186/s12889-018-5898-3] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND The Canadian Assessment of Physical Literacy (CAPL) is divided into four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding) and provides a robust and comprehensive assessment of physical literacy. As weight status is known to influence health-related behaviours such as physical fitness and activity, it is important to investigate whether the associations between the domains of physical literacy vary among children of different weight status. The aim of this study was to determine the associations among the four domains of physical literacy stratified by weight status. METHODS Canadian children aged 8 to 12 years (n = 8343, 63.6% healthy-weight) completed the CAPL. Differences in domain scores and overall physical literacy score by weight status (children of healthy weight versus children with overweight/obese) were assessed using MANOVA (multivariate analysis of variance). Partial correlations between the four domains were calculated, adjusting for gender and age, and correlation coefficients of both weight status groups were compared using the Steiger test. RESULTS For all four domains as well as overall physical literacy, healthy-weight children had higher scores than their overweight/obese peers (Cohen's d ranged from 0.05 to 0.44). Weak to moderate correlations were found between all of the domains for both groups. Correlation coefficients for Physical Competence and Daily Behaviour as well as for Physical Competence and Knowledge and Understanding were generally stronger in the healthy-weight children (r = 0.29 and 0.22, respectively) compared with the overweight/obese children (r = 0.23 and 0.17, respectively). CONCLUSIONS All of the domains of the CAPL correlate positively with each other regardless of weight status, with a trend for these correlation coefficients to be slightly stronger in the healthy-weight children. The overall weak to moderate correlations between the domains in both groups suggest that the CAPL domains are not measuring the same constructs, thus providing support for CAPL's psychometric architecture in both healthy-weight and overweight/obese children.
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Affiliation(s)
- Christine Delisle Nyström
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Gregory Traversy
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
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Law B, Bruner B, Scharoun Benson SM, Anderson K, Gregg M, Hall N, Lane K, MacDonald DJ, Saunders TJ, Sheehan D, Stone MR, Woodruff SJ, Belanger K, Barnes JD, Longmuir PE, Tremblay MS. Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students. BMC Public Health 2018; 18:1039. [PMID: 30285690 PMCID: PMC6167764 DOI: 10.1186/s12889-018-5894-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Quality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL). METHODS Canadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children's age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score. RESULTS Teacher training, in addition to children's age and gender, explained only a very small proportion of variance in each model (all R2 < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72-0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67-0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12-1.26). All other associations between measures of components of physical literacy and teacher training were not significant. CONCLUSIONS While teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers' training on the various components of physical literacy development.
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Affiliation(s)
- Barbi Law
- School of Physical and Health Education, Nipissing University, 100 College Dr, North Bay, ON P1B 8L7 Canada
| | - Brenda Bruner
- School of Physical and Health Education, Nipissing University, 100 College Dr, North Bay, ON P1B 8L7 Canada
| | | | - Kristal Anderson
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V8P 5J2 Canada
| | - Melanie Gregg
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Nathan Hall
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Kirstin Lane
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V8P 5J2 Canada
| | - Dany J. MacDonald
- Department of Applied Human Sciences, University of Prince Edward Island, PEI, Charlottetown, C1A 4P3 Canada
| | - Travis J. Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, PEI, Charlottetown, C1A 4P3 Canada
| | - Dwayne Sheehan
- Faculty of Health, Community and Education, Mount Royal University, Calgary, AB T3E 6K6 Canada
| | - Michelle R. Stone
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2 Canada
| | - Sarah J. Woodruff
- Department of Kinesiology, University of Windsor, Windsor, ON N9B 3P4 Canada
| | - Kevin Belanger
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
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Delisle Nyström C, Barnes JD, Tremblay MS. An exploratory analysis of missing data from the Royal Bank of Canada (RBC) Learn to Play - Canadian Assessment of Physical Literacy (CAPL) project. BMC Public Health 2018; 18:1046. [PMID: 30285797 PMCID: PMC6167773 DOI: 10.1186/s12889-018-5901-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Physical literacy comprises a range of tests over four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding). The patterns of missing data in large field test batteries such as those for physical literacy are largely unknown. Therefore, the aim of this paper was to explore the patterns and possible reasons for missing data in the Royal Bank of Canada Learn to Play-Canadian Assessment of Physical Literacy (RBC Learn to Play-CAPL) project. METHODS A total of 10,034 Canadian children aged 8 to 12 years participated in the RBC Learn to Play-CAPL project. A 32-variable subset from the larger CAPL dataset was used for these analyses. Several R packages ("Hmisc", "mice", "VIM") were used to generate matrices and plots of missing data, and to perform multiple imputations. RESULTS Overall, the proportion of missing data for individual measures and domains ranged from 0.0 to 33.8%, with the average proportion of missing data being 4.0%. The largest proportion of missing data in CAPL was the pedometer step counts, followed by the components of the Physical Competence domain and the Children's Self-Perception of Adequacy in and Predilection for Physical Activity subscales. When domain scores were regressed on five imputed subsets with the original subset as the reference, there were small and statistically detectable differences in the Daily Behaviour score (β = - 1.6 to - 1.7, p < 0.001). However, for the other domain scores the differences were negligible and statistically undetectable (β = - 0.01 to - 0.06, p > 0.05). CONCLUSIONS This study has implications for other researchers or educators who are creating or using large field-based assessment measures in the areas of physical literacy, physical activity, or physical fitness, as this study demonstrates where problems in data collection can arise and how missing data can be avoided. When large proportions of missing data are present, imputation techniques, correction factors, or other treatment options may be required.
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Affiliation(s)
- Christine Delisle Nyström
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
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Tremblay MS, Costas-Bradstreet C, Barnes JD, Bartlett B, Dampier D, Lalonde C, Leidl R, Longmuir P, McKee M, Patton R, Way R, Yessis J. Canada's Physical Literacy Consensus Statement: process and outcome. BMC Public Health 2018; 18:1034. [PMID: 30285701 PMCID: PMC6167775 DOI: 10.1186/s12889-018-5903-x] [Citation(s) in RCA: 66] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND Healthy movement behaviours of Canadian children and youth have been found to be suboptimal; this is associated with declines in physical fitness, increases in obesity, and elevated chronic disease risk. Physical literacy is an evolving construct representing foundational domains upon which physically active lifestyles are based. Many sectors and organizations in Canada are embracing physical literacy in their programs, practices, policies, and research; however, the use of inconsistent definitions and conceptualizations of physical literacy had been identified by stakeholders as hindering promotion and advancement efforts. METHODS With leadership from ParticipACTION, organizations from the physical activity, public health, sport, physical education, and recreation sectors collaborated to create a physical literacy consensus definition and position statement for use by all Canadian organizations and individuals. The process involved an environmental scan, survey of related evidence, stakeholder consultations, and creation of a Steering Committee. From this background work a consensus statement was drafted, shared with stakeholders, revised, and ratified. RESULTS Canada's Physical Literacy Consensus Statement was launched in June 2015 at the International Physical Literacy Conference in Vancouver, British Columbia. To further promote the Consensus Statement, the Sport for Life Society developed and simultaneously released the "Vancouver Declaration", which contained additional guidance on physical literacy. Both the Consensus Statement and the Declaration endorsed the International Physical Literacy Association's definition of physical literacy, namely "the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life". CONCLUSIONS Sector partners hope that the Consensus Statement, with its standardized definition, brings greater harmony, synergy, and consistency to physical literacy efforts in Canada and internationally. Going forward, the impact of this initiative on the sector, and the more distal goal of increasing habitual physical activity levels, should be assessed.
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Affiliation(s)
- Mark S. Tremblay
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | | | - Joel D. Barnes
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | | | | | - Chantal Lalonde
- Eastern Ontario Health Unit/Ontario Society of Physical Activity Promoters in Public Health, Cornwall, ON K6H 7E9 Canada
| | - Reg Leidl
- Physical and Health Education Canada, K1H 7X7, Ottawa, ON Canada
| | - Patricia Longmuir
- Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | | | - Rhonda Patton
- Propel Centre for Population Health Impact, University of Waterloo, Waterloo, ON N2L 3G1 Canada
| | - Richard Way
- Sport for Life Society, Victoria, BC V8P 3S1 Canada
| | - Jennifer Yessis
- Propel Centre for Population Health Impact, University of Waterloo, Waterloo, ON N2L 3G1 Canada
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Saunders TJ, MacDonald DJ, Copeland JL, Longmuir PE, Barnes JD, Belanger K, Bruner B, Gregg MJ, Hall N, Kolen AM, Law B, Martin LJ, Sheehan D, Stone MR, Woodruff SJ, Tremblay MS. The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study. BMC Public Health 2018; 18:1037. [PMID: 30285703 PMCID: PMC6167761 DOI: 10.1186/s12889-018-5892-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Physical literacy is the foundation of a physically active lifestyle. Sedentary behaviour displays deleterious associations with important health indicators in children. However, the association between sedentary behaviour and physical literacy is unknown. The purpose of this study was to identify the aspects of physical literacy that are associated with key modes of sedentary behaviour among Canadian children participating in the RBC-CAPL Learn to Play study. METHODS A total of 8,307 children aged 8.0-12.9 years were included in the present analysis. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, which measures four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, Knowledge and Understanding). Screen-based sedentary behaviours (TV viewing, computer and video game use), non-screen sedentary behaviours (reading, doing homework, sitting and talking to friends, drawing, etc.) and total sedentary behaviour were assessed via self-report questionnaire. Linear regression models were used to determine significant (p<0.05) correlates of each mode of sedentary behaviour. RESULTS In comparison to girls, boys reported more screen time (2.7±2.0 vs 2.2±1.8 hours/day, Cohen's d=0.29), and total sedentary behaviour (4.3±2.6 vs 3.9±2.4 hours/day, Cohen's d=0.19), but lower non-screen-based sedentary behaviour (1.6±1.3 vs 1.7±1.3 hours/day, Cohen's d=0.08) (all p< 0.05). Physical Competence (standardized β's: -0.100 to -0.036, all p<0.05) and Motivation and Confidence (standardized β's: -0.274 to -0.083, all p<0.05) were negatively associated with all modes of sedentary behaviour in fully adjusted models. Knowledge and Understanding was negatively associated with screen-based modes of sedentary behaviour (standardized β's: -0.039 to -0.032, all p<0.05), and positively associated with non-screen sedentary behaviour (standardized β: 0.098, p<0.05). Progressive Aerobic Cardiovascular Endurance Run score and log-transformed plank score were negatively associated with all screen-based modes of sedentary behaviour, while the Canadian Agility and Movement Skill Assessment score was negatively associated with all modes of sedentary behaviour other than TV viewing (all p<0.05). CONCLUSIONS These results highlight differences in the ways that screen and non-screen sedentary behaviours relate to physical literacy. Public health interventions should continue to target screen-based sedentary behaviours, given their potentially harmful associations with important aspects of physical literacy.
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Affiliation(s)
- Travis J. Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, 550 University Avenue, Charlottetown, PE C1A 4P3 Canada
| | - Dany J. MacDonald
- Department of Applied Human Sciences, University of Prince Edward Island, 550 University Avenue, Charlottetown, PE C1A 4P3 Canada
| | - Jennifer L. Copeland
- Department of Kinesiology and Physical Education, University of Lethbridge, Lethbridge, AB T1K 3M4 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Kevin Belanger
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Brenda Bruner
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Melanie J. Gregg
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Nathan Hall
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Angela M. Kolen
- Department of Human Kinetics, St. Francis Xavier University, Antigonish, NS B2G 0W5 Canada
| | - Barbi Law
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Luc J. Martin
- School of Kinesiology and Health Studies, Queen’s University, Kingston, ON K7L 3N6 Canada
| | - Dwayne Sheehan
- Faculty of Health, Community and Education, Mount Royal University, Calgary, AB T3E 6K6 Canada
| | - Michelle R. Stone
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2 Canada
| | - Sarah J. Woodruff
- Department of Kinesiology, University of Windsor, Windsor, ON N9B 3P4 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
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Belanger K, Barnes JD, Longmuir PE, Anderson KD, Bruner B, Copeland JL, Gregg MJ, Hall N, Kolen AM, Lane KN, Law B, MacDonald DJ, Martin LJ, Saunders TJ, Sheehan D, Stone M, Woodruff SJ, Tremblay MS. The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health 2018; 18:1042. [PMID: 30285783 PMCID: PMC6167767 DOI: 10.1186/s12889-018-5897-4] [Citation(s) in RCA: 48] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Physical literacy is an emerging construct in children's health promotion, and may impact their lifelong physical activity habits. However, recent data reveal that only a small portion of Canadian children are regularly physically active and/or meet sedentary behaviour guidelines. To our knowledge, no study has investigated the association between physical literacy and movement behaviour guidelines. Therefore, the purpose of this study was to examine the relationship between physical literacy scores in Canadian children who meet or do not meet physical activity and sedentary behaviour guidelines. METHODS Children (n = 2956; 56.6% girls) aged 8-12 years from 10 Canadian cities had their physical literacy levels measured using the Canadian Assessment of Physical Literacy, which consists of four domains (Physical Competence; Daily Behaviour; Knowledge and Understanding; and Motivation and Confidence) that are aggregated to provide a composite physical literacy score. Physical activity levels were measured by pedometers, and sedentary behaviour was assessed through self-report questionnaire. Analyses were conducted separately for each guideline, comparing participants meeting versus those not meeting the guidelines. Comparisons were performed using MANOVA and logistic regression to control for age, gender, and seasonality. RESULTS Participants meeting physical activity guidelines or sedentary behaviour guidelines had higher physical literacy domain scores for Physical Competence and for Motivation and Confidence compared to those not meeting either guideline (both p < 0.0001). Participants had increased odds of meeting physical activity guidelines and sedentary behaviour guidelines if they met the minimum recommended level of the Physical Competence and Motivation and Confidence domains. Significant age (OR 0.9; 95% CI: 0.8, 0.9), gender (OR 0.4; 95% CI: 0.3, 0.5) and seasonality effects (OR 1.6; 95% CI: 1.2, 2.2 spring and OR 1.7; 95% CI: 1.2, 2.5 summer, reference winter) were seen for physical activity guidelines, and age (OR 0.8; 95% CI: 0.7, 0.8) and gender effects (OR 1.7; 95% CI: 1.4, 2.0) for sedentary behaviour guidelines. Knowledge and Understanding of physical activity principles was not related to guideline adherence in either model. CONCLUSIONS These cross-sectional findings demonstrate important associations between physical literacy and guideline adherence for physical activity and sedentary behaviour. Future research should explore the causality of these associations.
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Affiliation(s)
- Kevin Belanger
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
| | - Kristal D. Anderson
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V9E 2C1 Canada
| | - Brenda Bruner
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Jennifer L. Copeland
- Department of Kinesiology and Physical Education, University of Lethbridge, Lethbridge, AB T1K 3M4 Canada
| | - Melanie J. Gregg
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Nathan Hall
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Angela M. Kolen
- Department of Human Kinetics, St. Francis Xavier University, Antigonish, NS B2G 0W5 Canada
| | - Kirstin N. Lane
- Centre for Sport and Exercise Education, Camosun College, Victoria, BC V9E 2C1 Canada
| | - Barbi Law
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Dany J. MacDonald
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, PEI C1A 4P3 Canada
| | - Luc J. Martin
- School of Kinesiology and Health Studies, Queen’s University, Kingston, ON K7L 3N6 Canada
| | - Travis J. Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, PEI C1A 4P3 Canada
| | - Dwayne Sheehan
- Faculty of Health, Community and Education, Mount Royal University, Calgary, AB T3E 6K6 Canada
| | - Michelle Stone
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2 Canada
| | - Sarah J. Woodruff
- Department of Kinesiology, University of Windsor, Windsor, ON N9B 3P4 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON K1H 8L1 Canada
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MacDonald DJ, Saunders TJ, Longmuir PE, Barnes JD, Belanger K, Bruner B, Copeland JL, Gregg MJ, Hall N, Kolen AM, Law B, Martin LJ, Sheehan D, Woodruff SJ, Tremblay MS. A cross-sectional study exploring the relationship between age, gender, and physical measures with adequacy in and predilection for physical activity. BMC Public Health 2018; 18:1038. [PMID: 30285681 PMCID: PMC6167765 DOI: 10.1186/s12889-018-5893-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND Physical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors. Researchers are interested in relationships among these constituent factors. The purpose of this study was to investigate how age, gender, and physical competence components of physical literacy relate to a child's adequacy in and predilection for physical activity. METHODS A sample of 8530 Canadian youth (50% girl) aged 8.0 to 12.9 years participated in the study. Participants completed the Canadian Assessment of Physical Literacy (CAPL) protocol, which assesses physical literacy in four domains: Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding. Stepwise multiple regression analyses were conducted to investigate the relationship between physical competence components of physical literacy (Progressive Aerobic Cardiovascular Endurance Run [PACER], Canadian Agility and Movement Skill Assessment [CAMSA], sit and reach, handgrip, plank, and body mass index) and children's perceived adequacy and predilection toward physical activity as measured by subscales from the Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity scale (CSAPPA). RESULTS The variable most strongly associated with adequacy and predilection was the PACER shuttle run score. The PACER accounted for 10.9% of the variance in adequacy and 9.9% of the variance in predilection. Participants' age was inversely related to adequacy (β = - 0.374) and predilection (β = - 0.621). The combination of other variables related to adequacy brought the total variance explained to 14.7%, while the model for predilection explained a total of 13.7%. CONCLUSIONS Results indicate an association between cardiorespiratory fitness and measures of physical activity adequacy and predilection. These findings suggest that practitioners should consider the physiological and psychological makeup of the child, and ways to enhance adequacy and predilection among children with limited cardiorespiratory fitness, in order to create the best possible environment for all children to participate in physical activity.
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Affiliation(s)
- Dany J. MacDonald
- Department of Applied Human Sciences, University of Prince Edward Island, 550 University Avenue, Health Sciences Building, Room 331, Charlottetown, PE C1A 4P3 Canada
| | - Travis J. Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, 550 University Avenue, Health Sciences Building, Room 331, Charlottetown, PE C1A 4P3 Canada
| | - Patricia E. Longmuir
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Joel D. Barnes
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Kevin Belanger
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
| | - Brenda Bruner
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Jennifer L. Copeland
- Department of Kinesiology and Physical Education, University of Lethbridge, Lethbridge, AB T1K 3M4 Canada
| | - Melanie J. Gregg
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Nathan Hall
- Department of Kinesiology and Applied Health, University of Winnipeg, Winnipeg, MB R3B 2E9 Canada
| | - Angela M. Kolen
- Department of Human Kinetics, St. Francis Xavier University, Antigonish, NS B2G 0W5 Canada
| | - Barbi Law
- School of Physical and Health Education, Nipissing University, North Bay, ON P1B 8L7 Canada
| | - Luc J. Martin
- School of Kinesiology and Health Studies, Queen’s University, Kingston, ON K7L 3N6 Canada
| | - Dwayne Sheehan
- Faculty of Health, Community and Education, Mount Royal University, Calgary, AB T3E 6K6 Canada
| | - Sarah J. Woodruff
- Department of Kinesiology, University of Windsor, Windsor, ON N9B 3P4 Canada
| | - Mark S. Tremblay
- Healthy Active Living and Obesity (HALO) Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1 Canada
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Jones GR, Stathokostas L, Young BW, Wister AV, Chau S, Clark P, Duggan M, Mitchell D, Nordland P. Development of a physical literacy model for older adults - a consensus process by the collaborative working group on physical literacy for older Canadians. BMC Geriatr 2018; 18:13. [PMID: 29338694 PMCID: PMC5769546 DOI: 10.1186/s12877-017-0687-x] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Accepted: 12/12/2017] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Arguably the uptake and usability of the physical activity (PA) guidelines for older adults has not been effective with only 12% of this population meeting the minimum guidelines to maintain health. Health promoters must consider innovative ways to increase PA adoption and long-term sustainability. Physical literacy (PL) is emerging as a promising strategy to increase lifelong PA participation in younger age-groups, yet there is relatively little evidence of PL being used to support older adults in achieving the PA guidelines. METHODS An iterative and mixed-methods consensus development process was utilized over a series of six informed processes and meetings to develop a model of physical literacy for adults aged 65 years and older. RESULTS A multi-disciplinary collaborative working group (n = 9) from diverse practice settings across Canada, and representative and reflective of the full range of key elements of PL, was assembled. Three consensus meetings and two Delphi surveys, using an international cohort of 65 expert researchers, practitioners, non-government organizations and older adults, was conducted. 45% responded on the first round and consensus was achieved; however, we elected to run a second survey to support our results. With 79% response rate, there was consensus to support the new PL model for older adults. CONCLUSION Older adults are a unique group who have yet to be exposed to PL as a means to promote long-term PA participation. This new PL model uses an ecological approach to integrate PL into the lifestyles of most older adults. Understanding the interactions between components and elements that facilitate PL will ultimately provide a new and effective tool to target PA promotion and adherence for all older Canadians.
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Affiliation(s)
- Gareth R. Jones
- School of Health and Exercise Sciences, Faculty of Health and Social Development, University of British Columbia Okanagan Campus, Kelowna, BC V1V 1V7 Canada
| | - Liza Stathokostas
- School of Kinesiology, Faculty of Health Sciences, University of Western Ontario, London, ON N6A 3K7 Canada
| | - Bradley W. Young
- School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, Ottawa, ON K1N 6N5 Canada
| | - Andrew V. Wister
- Gerontology Department, Simon Fraser University, Vancouver, BC V6B 5K3 Canada
| | - Shirley Chau
- School of Social Work, Faculty of Health & Social Development, University of British ColumbiaOkanagan Campus, Kelowna, BC V1V 1V7 Canada
| | | | - Mary Duggan
- Canadian Society for Exercise Physiology, Ottawa, ON K1R 6Y6 Canada
| | - Drew Mitchell
- Physical Literacy, Sport for Life, Port Moody, BC V3H 4W6 Canada
| | - Peter Nordland
- Canadian Senior Games Association, Edmonton, AB T6H 4J8 Canada
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Millington B. Exergaming in retirement centres and the integration of media and physical literacies. J Aging Stud 2015; 35:160-8. [PMID: 26568225 DOI: 10.1016/j.jaging.2015.08.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2015] [Revised: 08/14/2015] [Accepted: 08/14/2015] [Indexed: 10/23/2022]
Abstract
This paper reports on a multi-method analysis of a recently emergent, though still understudied, trend: the use of exercise-themed video games (i.e., 'exergames') in retirement centres. The study in question specifically featured participant observation and interviews with residents and members of staff at retirement centres in Ontario, Canada. Data collection was aimed at understanding how games such as Wii Bowling are being put to use in retirement centre contexts and the implications of such activity. Findings on the one hand suggest that exergames are deemed valuable in the process of promoting both social engagement and physical activity. 'Virtual' bowling can bring people together in communal spaces while also 'getting them up' and active. On the other hand, however, exergaming presents challenges. For retirement centre residents, it engenders health risks while also demanding the deft synchronization of media and physical literacies. For activities coordinators and other members of staff responsible for residents' care, it means they too must stay abreast of the technology sector's latest innovations; they must develop media and physical literacies of their own. These findings are used as a platform for a broader discussion of aging, embodiment, and media in the paper's final section. Against the backdrop of existing conceptualizations of the third age, the use of exergames in retirement centres is deemed conducive not to independence and consumerism fully-fledged, but rather to the manifestation of 'quasi-consumerism' and 'quasi-independence' instead. Third age logic is thus both reinforced and subtly undermined.
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Affiliation(s)
- Brad Millington
- University of Bath, Department for Health (1W), Bath BA2 7AY,UK
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