1
|
Grauduszus M, Koch L, Wessely S, Joisten C. School-based promotion of physical literacy: a scoping review. Front Public Health 2024; 12:1322075. [PMID: 38525332 PMCID: PMC10959127 DOI: 10.3389/fpubh.2024.1322075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 02/20/2024] [Indexed: 03/26/2024] Open
Abstract
Introduction The role of physical activity in children's healthy development is undisputed, with school-based interventions being seen as a priority. The promotion of physical literacy (PL) seems to be promising due to its holistic approach, combining physical, cognitive, and affective domains. To develop recommendations for possible measures, we compiled existing literature on existing school-based PL interventions. Methods Five databases (MEDLINE, Web of Science, SPORTDiscus, ERIC, and PsycInfo) were searched between July 6 and July 10, 2023, by combining the terms "physical literacy," "school," "program," "workshop," "intervention," and "curriculum" as well as a manual search. Records were screened in a two-stage process by two independent authors using a priori criteria. Eligible studies concerned PL interventions in the school context. The included records were sorted according to school type/population, structure, content, PL domains addressed, and evaluation. Results In total, 706 articles were found through the database search and an additional 28 articles through the manual search. After removing duplicates, 502 publications remained, which were screened by title and abstract, leaving 82 full texts. These were cut down to 37 articles describing 31 different programs (19 in primary schools, eight in secondary schools, one in both primary and secondary schools, and three unspecified). Most interventions were conducted during physical education classes (n = 12). All three PL domains were addressed by five interventions, while 11 interventions solely concerned the physical domain. In addition, 21 interventions evaluated their effects on PL. Most evaluations showed small to moderate but inconsistent effects on several PL-related constructs (e.g., self-efficacy, motivation, movement skills). Interventions incorporating all three domains reported positive effects on physical competence and enjoyment. Discussion Although there is a growing body of data related to school-based PL promotion, their effects and practical application remains relatively underdeveloped: study designs, study quality, PL assessments, and results are heterogeneous. Corresponding research adhering to the holistic approach of PL will be crucial in clarifying the potential lifelong role of PL in promoting physical activity, increasing health and well-being and to actually enable development of recommendations for action.
Collapse
Affiliation(s)
| | - Lennart Koch
- *Correspondence: Martin Grauduszus, ; Lennart Koch,
| | | | | |
Collapse
|
2
|
Chapelski MS, Erlandson MC, Stoddart AL, Froehlich Chow A, Baxter-Jones ADG, Humbert ML. Parents, Teachers, and Community: A Team Approach to Developing Physical Competence in Children. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1364. [PMID: 37628363 PMCID: PMC10453419 DOI: 10.3390/children10081364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 07/27/2023] [Accepted: 08/05/2023] [Indexed: 08/27/2023]
Abstract
Increasing children's physical activity engagement has short- and long-term health benefits. Developing physical competence is a key component of children's engagement in physical activity. The purpose of our study was to assess if a 12-week home, school, and community-based physical literacy intervention improved the physical competence of children in kindergarten and grade one. Four schools were either assigned to receive the intervention (n = 2 schools) or continue with their usual practice (control sites) (n = 2 schools). Physical competence was evaluated pre- and post-intervention in 103 intervention (41 female) and 83 usual practice (36 female) children using PLAY Fun. PLAY Parent and PLAY Coach tools measured parent and teacher perspectives of children's physical competence, respectively. The intervention effect was assessed with repeated measures MANOVA to evaluate change in physical competence, with alpha set at p < 0.05. Children in both groups improved their locomotor, object control, and overall physical competence (p < 0.05) over the 12-week intervention. There was a significant intervention effect for locomotor and overall physical competence (p < 0.05). Interestingly, parents did not perceive these changes in physical competence (p > 0.05). However, teachers perceived improved physical competence for children in the intervention. Our physical literacy intervention improved the physical competence of children in kindergarten and grade one.
Collapse
Affiliation(s)
- Matthew S. Chapelski
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (M.S.C.); (M.C.E.); (A.D.G.B.-J.)
| | - Marta C. Erlandson
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (M.S.C.); (M.C.E.); (A.D.G.B.-J.)
| | - Alexandra L. Stoddart
- Health, Outdoor, and Physical Education, Faculty of Education, University of Regina, Regina, SK S4S 0A2, Canada;
| | | | - Adam D. G. Baxter-Jones
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (M.S.C.); (M.C.E.); (A.D.G.B.-J.)
| | - M. Louise Humbert
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (M.S.C.); (M.C.E.); (A.D.G.B.-J.)
| |
Collapse
|
3
|
Calzada-Rodríguez JI, Mendoza-Muñoz M, Pastor-Cisneros R, Barrios-Fernandez S, Carlos-Vivas J, Gómez-Galán R, Muñoz-Bermejo L. Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol. Healthcare (Basel) 2023; 11:2113. [PMID: 37510554 PMCID: PMC10379282 DOI: 10.3390/healthcare11142113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 07/19/2023] [Accepted: 07/21/2023] [Indexed: 07/30/2023] Open
Abstract
Research has shown that physical activity programs led to improvements in children with Attention Deficit Hyperactivity Disorder (ADHD). However, no study evaluating the impact of a physical literacy (PL) program has been conducted. This study aims to examine PL and the effects of an after-school PL program on Health-related quality of life (HRQoL) and ADHD symptomatology including quality and sustained attention. A parallel-group randomised controlled trial will be conducted assessing PL, HRQoL and ADHD symptomatology, both at the beginning and the end of the PL after-school program implementation. The program will last 4 weeks, including two sessions per week lasting 55 min. Sessions will be divided into several parts: greeting (5 min), block I (20 min), block II (20 min) and relaxation and feedback (10 min). Block I will focus on the acquisition of content that contributes to the development of the domains of knowledge and understanding and daily activity; and block II, in addition to favouring physical competence, will seek to improve motivation. If this program proves its effectiveness, it could be an alternative to be included in educational systems, representing a scientific breakthrough regarding physical activity adherence and inactivity-related disease prevention, HRQoL and management of ADHD-associated symptomatology.
Collapse
Affiliation(s)
- José Ignacio Calzada-Rodríguez
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
| | - Raquel Pastor-Cisneros
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - Sabina Barrios-Fernandez
- Occupation, Participation, Sustainability and Quality of Life (Ability Research Group), Nursing and Occupational Therapy College, University of Extremadura, 10003 Cáceres, Spain
| | - Jorge Carlos-Vivas
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Rafael Gómez-Galán
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), University of Extremadura, 06810 Mérida, Spain
| | - Laura Muñoz-Bermejo
- Social Impact and Innovation in Health (InHEALTH), University of Extremadura, 06810 Mérida, Spain
| |
Collapse
|
4
|
Nezondet C, Gandrieau J, Bourrelier J, Nguyen P, Zunquin G. The Effectiveness of a Physical Literacy-Based Intervention for Increasing Physical Activity Levels and Improving Health Indicators in Overweight and Obese Adolescents (CAPACITES 64). CHILDREN (BASEL, SWITZERLAND) 2023; 10:956. [PMID: 37371188 DOI: 10.3390/children10060956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 05/19/2023] [Accepted: 05/23/2023] [Indexed: 06/29/2023]
Abstract
Recently, the concept of Physical Literacy (PL) has emerged as a key concept for promoting active behavior and improving health indicators in adolescents. Overweight and obese adolescents have a low level of Physical Activity (PA), low cardiorespiratory capacity, and high Body Fat percentage (%BF). However, the development of PL in the interest of health improvement has never been studied in overweight and obese adolescents. The objective of this study was to evaluate the impact of an intervention developing PL in overweight and obese adolescents in order to increase their (PA) and improve their health. The study was a prospective, single-arm, non-randomized interventional study. The intervention brings together different actions in PA and dietary education in different adolescent living environments. The study took place over a 9-month period with two data collection times (0; +9 months) and measured Body Mass Index (BMI) and BMI z score, %BF and Skeletal Muscle Mass (%SMM), Moderate-to-Vigorous intensity Physical Activity (MVPA) by accelerometry, CRF, as well as PL by the CAPL-2 tool. Thirteen adolescents (age 11.7 (±1.09) years old) improved their PL scores (+8.3 (±9.3) pts; p ≤ 0.01). BMI z score (-0.3 (±0.3), p ≤ 0.01), their %BF (-3.8 (±4.9); p ≤ 0.01), their CRF (+1.5 (±1.7) mL·min·kg-1; p ≤ 0.01), and their MVPA (+4.6 (±13.7) min/day; p = 0.36). Initiating multidimensional interventions to develop PL in overweight and obese adolescents may be a promising prospect to enable an increase in their MVPA and improve their long-term health. Longer-term randomized controlled interventional studies are needed to confirm these findings.
Collapse
Affiliation(s)
- Charlie Nezondet
- Laboratoire Mouvement, Equilibre, Performance, Santé (MEPS), Université de Pau et des Pays de l'Adour, Campus Montaury, EA 4445, 64600 Anglet, France
| | - Joseph Gandrieau
- L'unité de Recherche Pluridisciplinaire Sport, Santé, Société (URePSSS), Université de Lille, URL 7369, 59000 Lille, France
- Laboratoire Motricité Humaine Expertise Sport Santé (LAMHESS), UPR 6312, 06000 Nice, France
| | - Julien Bourrelier
- Cognition, Action et Plasticité Sensorimotrice, INSERM UMR 1093, Université UFR STAPS Bourgogne, 21000 Dijon, France
| | - Philippe Nguyen
- Departement "Unité Transversale des Activités Physiques pour la Santé" (UTAPS), Centre Hospitalier de la Côte Basque (CHCB), 64100 Bayonne, France
| | - Gautier Zunquin
- Laboratoire Mouvement, Equilibre, Performance, Santé (MEPS), Université de Pau et des Pays de l'Adour, Campus Montaury, EA 4445, 64600 Anglet, France
| |
Collapse
|
5
|
Urbano-Mairena J, Castillo-Paredes A, Muñoz-Bermejo L, Denche-Zamorano Á, Rojo-Ramos J, Pastor-Cisneros R, Mendoza-Muñoz M. A Bibliometric Analysis of Physical Literacy Studies in Relation to Health of Children and Adolescents. CHILDREN 2023; 10:children10040660. [PMID: 37189909 DOI: 10.3390/children10040660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 03/17/2023] [Accepted: 03/29/2023] [Indexed: 04/03/2023]
Abstract
Regular physical activity (PA) is an essential component of maintaining good health, thereby improving the physical and psychological well-being of the population. PA performed during childhood and adolescence can have repercussions in adulthood, contributing to the prevention of chronic activities and improving quality of life. Given its high relationship with PA, physical literacy could play a crucial role in valuing and participating in a physically active lifestyle, thus addressing low rates of PA participation from an early age. This bibliometric analysis provides a globalized view of physical literacy (PL) and its relationship with health, pathologies, prevention, or intervention among children and adolescents. Publications registered on Web of Science were analyzed using bibliometrics based on data from 141 documents published between 2014 and 2022, while the VOSviewer software v. 1.6.18. was used for the processing and visualization of the data and metadata. The results show an exponential growth in scientific research over the last 8 years, with an accumulation of documents in four journals and a distribution of publications spanning thirty-seven countries and regions. The network of researchers consists of 500 researchers, with the largest number of publications corresponding to 18 co-authors with at least 5 publications. The principal purpose of this research was to identify the most prolific co-authors, most-cited journals and co-authors, and the most relevant keywords.
Collapse
|
6
|
Carl J, Barratt J, Wanner P, Töpfer C, Cairney J, Pfeifer K. The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis. Sports Med 2022; 52:2965-2999. [PMID: 35994237 PMCID: PMC9691485 DOI: 10.1007/s40279-022-01738-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/20/2022] [Indexed: 02/01/2023]
Abstract
BACKGROUND The holistic concept of physical literacy assumes that individuals require adequate cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity behavior. In recent years, the research field has undergone rapid development and has also yielded an increasing number of interventions that aim to translate the theoretical-philosophical ideas into practical endeavors. OBJECTIVE The goal of the present pre-registered systematic review was to (a) provide a general overview of evaluation studies on physical literacy interventions and (b) to quantitatively examine the effectiveness of physical literacy interventions. METHODS Drawing on the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched a total of 18 databases for physical literacy interventions. Inclusion criteria were English language, publication by November 2021, and interventions using physical literacy as a theoretical underpinning or evaluation outcome. Articles that met these criteria were analyzed with respect to their basic delivery characteristics, study quality, evaluation approach, and main findings. We additionally ran meta-analyses with all non-randomized and randomized controlled trials to examine and compare the effect of these interventions on five outcome categories: (i) physical competence, (ii) motivation and confidence, (iii) knowledge and understanding, (iv) physical activity behavior, and (v) total physical literacy. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated to assess the effects on the different categories. RESULTS The screening process with two independent raters yielded 48 eligible interventions reported in 51 eligible articles. Quantitative evaluations most frequently addressed physical competence (72.2%), followed by motivation and confidence (47.2%), physical activity behavior (41.7%), and knowledge and understanding (33.3%). The controlled intervention studies (n = 24) exerted significant effects on all five physical literacy categories. Despite meaningful heterogeneity across the subgroups, the strongest effects were found for physical competence (SMD 0.90; 95% CI 0.55-1.25), followed by physical literacy aggregate scores (SMD 0.61; 95% CI 0.20-1.01), knowledge and understanding (SMD 0.54; 95% CI 0.30-0.79), physical activity behavior (SMD 0.39; 95% CI 0.23-0.55), and motivation and confidence (SMD 0.30; 95% CI 0.17-0.44). CONCLUSIONS The present study empirically demonstrated the effectiveness of physical literacy interventions on several outcomes relevant for promoting physical activity and health. To better inform current practices, future studies are advised to identify those program characteristics that significantly influence the effectiveness of physical literacy interventions. CLINICAL TRIAL REGISTRATION PROSPERO CRD42020188926.
Collapse
Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
| | - Jaime Barratt
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Philipp Wanner
- Institute of Sports and Sports Sciences, Ruprecht Karl University of Heidelberg, Im Neuenheimer Feld 700, 69120 Heidelberg, Germany
| | - Clemens Töpfer
- Institute of Sports Science, Friedrich Schiller University Jena, Seidelstraße 20, 07749 Jena, Germany
| | - John Cairney
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Klaus Pfeifer
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
| |
Collapse
|
7
|
Mendoza-Muñoz M, Vega-Muñoz A, Carlos-Vivas J, Denche-Zamorano Á, Adsuar JC, Raimundo A, Salazar-Sepúlveda G, Contreras-Barraza N, Muñoz-Urtubia N. The Bibliometric Analysis of Studies on Physical Literacy for a Healthy Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph192215211. [PMID: 36429930 PMCID: PMC9690241 DOI: 10.3390/ijerph192215211] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 11/13/2022] [Accepted: 11/15/2022] [Indexed: 06/02/2023]
Abstract
This article empirically provides a global overview of physical literacy, which allows for the understanding of the structure of the epistemic community studying literacy for healthy living. Publications registered in the Web of Science are analyzed using bibliometrics (spatial, productive, and relational) based on data from 391 records, published between 2007 and April 2022, applying five bibliometric laws and using VOSviewer software for data and metadata processing and visualization. In terms of results, we observe an exponential increase in scientific production in the last decade, with a concentration of scientific discussion on physical literacy in seven journals; a production distributed in 46 countries situated on the five continents, but concentrated in Canada and the United States; co-authored research networks composed of 1256 researchers but with a production concentrated of around 2% of these, and an even smaller number of authors with high production and high impact. Finally, there are four thematic blocks that, although interacting, constitute three specific knowledge production communities that have been delineated over time in relation to health and quality of life, fitness and physical competence, education, and fundamental movement skills.
Collapse
Affiliation(s)
- María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
| | - Alejandro Vega-Muñoz
- Instituto de Investigación y Postgrado, Facultad de Ciencias de la Salud, Universidad Central de Chile, Santiago 8330507, Chile
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile
| | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PHeSo), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - Ángel Denche-Zamorano
- Promoting a Healthy Society Research Group (PHeSo), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - José Camelo Adsuar
- Promoting a Healthy Society Research Group (PHeSo), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - Armando Raimundo
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| | - Guido Salazar-Sepúlveda
- Departamento de Ingeniería Industrial, Facultad de Ingeniería, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile
- Facultad de Ingeniería y Negocios, Universidad de Las Américas, Concepción 4090940, Chile
| | | | | |
Collapse
|
8
|
Mendoza-Muñoz M, Calle-Guisado V, Pastor-Cisneros R, Barrios-Fernandez S, Rojo-Ramos J, Vega-Muñoz A, Contreras-Barraza N, Carlos-Vivas J. Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:7597. [PMID: 35805254 PMCID: PMC9266253 DOI: 10.3390/ijerph19137597] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 06/17/2022] [Accepted: 06/20/2022] [Indexed: 11/17/2022]
Abstract
Several studies have shown that active breaks (AB) lead to improvements in physical fitness, daily steps taken and participants’ health. However, there are no studies that have evaluated how they affect physical literacy (PL). Aims: Therefore, this study examined the effects of a 4-week recreational AB program based on games whose main objective was to improve motivation and motor skills’ improvement in PL in schoolchildren. Method: A quasi-experimental pilot study was conducted with PL assessments before and after a 4-week recreational AB program. Results: Fifty-seven schoolchildren (10.28 ± 0.43 years) participated in the study, 29 in the control group and 28 in the experimental group. An improvement in PL was found between the experimental and control groups after the intervention (p = 0.017). Moreover, the experimental group also improved (p < 0.001) PL after the intervention. More specifically, within the domain of PL, improvements were found after the intervention in the experimental group in the domains of physical competence (p < 0.001), motivation and confidence (p < 0.001) and knowledge (p < 0.001) but not in the domain of daily activity (p = 0.051). Conclusion: The application of an AB program based on playful games, during four weeks, produced an increase in scores in the general PL level, as well as in the domains of physical competence, motivation, and knowledge and understanding in schoolchildren.
Collapse
Affiliation(s)
- María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Evora, Portugal
| | - Violeta Calle-Guisado
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Medicine and Health Sciences, University of Extremadura, 06800 Badajoz, Spain
| | - Raquel Pastor-Cisneros
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain; (R.P.-C.); (J.C.-V.)
| | - Sabina Barrios-Fernandez
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain; (S.B.-F.); (J.R.-R.)
| | - Jorge Rojo-Ramos
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain; (S.B.-F.); (J.R.-R.)
| | - Alejandro Vega-Muñoz
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;
| | | | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain; (R.P.-C.); (J.C.-V.)
| |
Collapse
|
9
|
Mendoza-Muñoz M, Carlos-Vivas J, Villafaina S, Parraca JA, Vega-Muñoz A, Contreras-Barraza N, Raimundo A. Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol. BIOLOGY 2022; 11:910. [PMID: 35741431 PMCID: PMC9219803 DOI: 10.3390/biology11060910] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 06/09/2022] [Accepted: 06/10/2022] [Indexed: 11/28/2022]
Abstract
(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children's PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.
Collapse
Affiliation(s)
- Maria Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
| | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Santos Villafaina
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Physical Activity and Quality of Life Research Group (AFYCAV), Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain
| | - Jose A. Parraca
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| | - Alejandro Vega-Muñoz
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;
| | | | - Armando Raimundo
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| |
Collapse
|
10
|
Ke D, Suzuki K, Kishi H, Kurokawa Y, Shen S. Definition and assessment of physical literacy in children and adolescents: a literature review. THE JOURNAL OF PHYSICAL FITNESS AND SPORTS MEDICINE 2022. [DOI: 10.7600/jpfsm.11.149] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Affiliation(s)
- DanDan Ke
- Graduate School of Health and Sports Science, Juntendo University
| | - Koya Suzuki
- Graduate School of Health and Sports Science, Juntendo University
| | - Hidetada Kishi
- Graduate School of Health and Sports Science, Juntendo University
| | - Yusuke Kurokawa
- Graduate School of Health and Sports Science, Juntendo University
| | - Shaoshuai Shen
- Institute of Health and Sports Science & Medicine, Juntendo University
| |
Collapse
|
11
|
Dlugonski D, Gadd N, McKay C, Kleis RR, Hoch JM. Physical Literacy and Physical Activity Across the Life Span: A Systematic Review. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE 2022. [DOI: 10.1249/tjx.0000000000000201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
|
12
|
Physical Activity and Physical Competence in Overweight and Obese Children: An Intervention Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176370. [PMID: 32883044 PMCID: PMC7504542 DOI: 10.3390/ijerph17176370] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 08/28/2020] [Accepted: 08/31/2020] [Indexed: 11/16/2022]
Abstract
With the current obesity epidemic and the decline of fitness among school-aged children, the importance of obesity interventions to promote physical activity and healthy habits has become indisputable. The purpose of this study was to assess the efficacy of a school-based multicomponent intervention in increasing physical activity (PA) levels, actual physical abilities, and perceived physical abilities in clinical and nonclinical samples of overweight/obese boys and girls aged 10-12 years. The clinical intervention group (n = 35) participated in a 7-month after-school program in addition to curricular physical education lessons, while the nonclinical control group (n = 29) received usual curricular lessons. Measures included levels of PA and fitness and individual's perceptions of physical ability. After treatment, the intervention group showed improved PA levels, perceived physical ability, and throwing and jumping task performances compared to the control group. Results indicate that a multicomponent program can improve levels of PA, fitness, and perceived competence of overweight participants. Findings highlight the importance of a comprehensive healthy lifestyle program that includes physical, psychosocial, and behavioral factors and suggest practical implications for educators, trainers, and teachers in identifying best practices targeting childhood obesity.
Collapse
|
13
|
Barnett LM, Dennis R, Hunter K, Cairney J, Keegan RJ, Essiet IA, Dudley DA. Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124497. [PMID: 32585835 PMCID: PMC7345463 DOI: 10.3390/ijerph17124497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 06/11/2020] [Accepted: 06/14/2020] [Indexed: 11/21/2022]
Abstract
The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide examples of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program examples, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy.
Collapse
Affiliation(s)
- Lisa M. Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong 3220, Australia
- Correspondence: ; Tel.: +61-392-446-177
| | - Rea Dennis
- School of Communication and Creative Arts, Deakin University, Geelong 3220, Australia; (R.D.); (K.H.)
| | - Kate Hunter
- School of Communication and Creative Arts, Deakin University, Geelong 3220, Australia; (R.D.); (K.H.)
| | - John Cairney
- School of Human Movement and Nutrition Sciences, University of Queensland, St Lucia 4067, Australia;
| | - Richard J. Keegan
- Research Institute for Sport and Exercise (RISE), Faculty of Health, University of Canberra, University Drive, Bruce 2617, Australia;
| | - Inimfon A. Essiet
- School of Health and Social Development, Deakin University, Geelong 3220, Australia;
- Centre for Sports, Exercise and Life Sciences (CSELS), Faculty of Health and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Dean A. Dudley
- Macquarie School of Education, Macquarie University, Sydney 2109, Australia;
| |
Collapse
|
14
|
Bremer E, Graham JD, Cairney J. Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093129. [PMID: 32365870 PMCID: PMC7246927 DOI: 10.3390/ijerph17093129] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 04/25/2020] [Accepted: 04/26/2020] [Indexed: 12/21/2022]
Abstract
Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders’ perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children’s motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children’s physical literacy. Further research on childhood physical literacy interventions is warranted.
Collapse
Affiliation(s)
- Emily Bremer
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, M5S 2W6, Canada
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON L8P 1H6, Canada;
- Correspondence:
| | - Jeffrey D. Graham
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON L8P 1H6, Canada;
| | - John Cairney
- School of Human Movement and Nutrition Sciences, University of Queensland, St Lucia 4072, Australia;
| |
Collapse
|