Holistic physical exercise training improves physical literacy among physically inactive adults: a pilot intervention study

Development of the Physical Literacy in Adults Scale (PLAS)

Physical literacy relates to an individual's capacity to live a physically active and healthy lifestyle across the lifespan. Our understanding of physical literacy as a lifelong journey is hindered by a lack of valid measurement for adult populations. In response, we created a measure of physical literacy applicable to adults. A sample of 1180 adults answered a series of existing questionnaires assessing aspects of physical literacy. Using exploratory and confirmatory factor analysis techniques, we reduced the items to a 23-item six factor model, which had good fit to the data in both the exploratory analysis (χ2 (130) = 254.770, p < 0.001; TLI = 0.965; RMSEA = 0.040 (95% CI: 0.031, 0.049)) and confirmatory analysis (χ2 ;(130) = 252.005, p < 0.001; TLI = 0.957; RMSEA = 0.046 (95% CI: 0.036, 0.056)). The resulting subjective measure, the Physical Literacy in Adults Scale (PLAS), is a single psychometric measure applicable to adults aged 18-75 years. The PLAS covers four domains (physical, psychological, social and cognitive) of physical literacy to provide a holistic physical literacy outcome. The PLAS represents an appropriate way to assess adult physical literacy, providing an important first step in understanding physical literacy as a lifelong journey.

Physical literacy, health and interactive aging: a position paper

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

Effects of physical activity and exercise-based interventions in young adults with autism spectrum disorder: A systematic review

LAY ABSTRACT

Young adults with autism spectrum disorder over 18 years of age are an underserved population, and there is presently limited evidence examining the effects of physical activity programs in this population. Our review synthesizes the evidence to date from studies that have assessed the effects of physical activity/exercise programs in young adults with autism spectrum disorder between 19 and 30 years. We reviewed 22 studies that included a total of 763 young adults with autism spectrum disorder. There is the strongest evidence for improvements in physical fitness, followed by motor skills, psychological function, and quality of life following physical activity interventions in young adults with autism spectrum disorder. Specifically, aerobic and resistance training as well as programs focused on movement skill and sport-specific training lead to improved physical fitness and movement performance. Holistic interventions focusing on physical activity, dietary changes, and lifestyle modifications lead to improvements in body composition and quality of life of young adults with autism spectrum disorder. There is presently limited evidence to support the use of exercise/activity programs to improve physical activity levels and core autism symptoms in young adults with autism spectrum disorder. Based on our review results, we also provide practical recommendations for clinicians working with young adults with autism spectrum disorder.

Unlocking Resilience: How Physical Literacy Impacts Psychological Well-Being among Quarantined Researchers

This study investigates the interplay between physical literacy, resilience, and burnout among researchers who experienced strict home quarantine during the COVID-19 pandemic in China, with a particular focus on the mediating role of resilience. Employing a two-stage sampling procedure, a total of 363 researchers from diverse disciplines, notably social science and natural science, were enlisted and administered a series of validated scales, including the Perceived Physical Literacy Scale (PPL), the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), and the Chinese version of the Oldenburg Burnout Inventory (OLBL), via an anonymous online platform. The findings revealed substantial differences in physical literacy, resilience, and burnout across disciplines. Resilience partially mediated the relationship between physical literacy and burnout. Upon a closer examination of the sub-dimensions, resilience was found to fully mediate between factors of motivation, exhaustion, and disengagement. Moreover, one aspect of physical literacy-interaction with the environment-exhibited weaker correlations with both resilience and burnout compared to other dimensions of physical literacy. Overall, the study confirms the significant correlation between physical literacy and psychological parameters, establishing that elevated levels of both physical literacy and resilience serve as key factors in mitigating burnout during the pandemic.

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

Background/objective

In physical literacy (PL) research, instruments for the adult population covering all relevant domians are currently lacking in German language. Therefore, the Perceived Physical Literacy Questionnaire (PPLQ) was developed as an assessment instrument of PL for the adult population. The purpose of this study is to describe the multistage development process leading to the aim to evaluate the psychometric properties of the PPLQ.

Methods

Based on established questionnaires (subscales) operationalizing the six defined PL domains (motivation, confidence, physical competence, knowledge, understanding, and physical activity behavior), we generated a large item pool. Exploratory analyses on survey data (n = 506), compelemented through an expert panel, served to identify the best fitting items. Cognitive interviews (n = 7) and a language certification process (level A2) helped to enhance the content validity of the items. Finally, we assessed the hypothesized factor structure of the PPLQ and its convergent validity with the Physical Activity-related Health Competence (PAHCO) questionnaire in a second independent sample.

Results

Valid data of 417 adults (66% women, 48 ± 16 years) entered the confirmatory factor analysis. We found empirical support for a theory-compatible 24-item version, after reducing complexity (i.e., domain subscales). Additionally, the six domains could be subsumed under an overall factor for PL (χ2247 = 450.70, χ2/df = 1.83, CFIRobust = 0.895, RMSEARobust = 0.074 [CI90 = 0.063-0.085], SRMR = 0.064). Factor loadings, composite reliability, and discriminant validity were sufficient, while acceptable convergent validity was achieved for the total PL score and three domains.

Conclusion

The 24-item version of the PPLQ is appropriate for assessing PL among adults. However, some items (especially in the knowledge domain) can benefit from refinement in further studies.

Association of Outdoor Physical Activity and Sports with Life Satisfaction among Women of Reproductive Age According to a European Representative Sample-A Longitudinal Analysis

(1) Background: Low life satisfaction (LS) is associated with impaired mental and physical health. Outdoor physical activity (PA) has diverse somatic and psychological benefits. This study aimed to analyse the associations between sports settings and LS in women of reproductive age. (2) Methods: Special Eurobarometer on Sport and Physical Activity (2022, 2018, 2013) data on regularity and settings of sports/PA, LS and sociodemographic variables were analysed. The representative sample consisted of 18,489 women (34.60 ± 9.36 years). Pearson χ2 test and multivariate logistic regression analysis were conducted, using IBM SPSS version 28.0 according to the STROBE guidelines. The significance level was set at p < 0.05. (3) There was a significant difference in LS based on sports settings (χ2 = 409.696, p < 0.001). In the outdoor group, a 21.4% higher probability of being "very satisfied" compared to the non-outdoor, 30.0% higher compared to the inactive group, was found (R2N = 0.151). Dividing the sample by age, a significant effect remained in middle adulthood (35-44 years p = 0.002 and 45-49 years p = 0.033). (4) Conclusions: Our results underline the importance of the promotion of outdoor, green exercise and the development of special interventions to maintain or improve the psychological well-being of women in reproductive age.

Morphological and viscoelastic properties of the Achilles tendon in the forefoot, rearfoot strike runners, and non-runners in vivo

The purpose of this study was to investigate the differences in the morphological and viscoelastic properties of the Achilles tendon (AT) among different groups (rearfoot strikers vs. forefoot strikers vs. non-runners). Thirty healthy men were recruited, including habitual forefoot strike runners (n = 10), rearfoot strike runners (n = 10), and individuals with no running habits (n = 10). The AT morphological properties (cross-sectional area and length) were captured by using an ultrasound device. The real-time ultrasound video of displacement changes at the medial head of the gastrocnemius and the AT junction during maximal voluntary isometric contraction and the plantar flexion moment of the ankle was obtained simultaneously by connecting the ultrasound device and isokinetic dynamometer via an external synchronisation box. The results indicated that male runners who habitually forefoot strike exhibited significantly lower AT hysteresis than male non-runners (p < 0.05). Furthermore, a greater peak AT force during maximal voluntary contraction was observed in forefoot strike male runners compared to that in male individuals with no running habits (p < 0.05). However, foot strike patterns were not related to AT properties in recreational male runners (p > 0.05). The lower AT hysteresis in male FFS runners implied that long-term forefoot strike patterns could enhance male-specific AT's ability to store and release elastic energy efficiently during running, resulting in a more effective stretch-shortening cycle. The greater peak AT force in male FFS runners indicated a stronger Achilles tendon.

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

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

Physical literacy assessment in adults: A systematic review

Physical literacy is a multidimensional construct that has been defined and interpreted in various ways, one of the most common being "the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout the life course". Although its improvement can positively affect many behavioral, psychological, social, and physical variables, debate remains over an appropriate method of collecting empirical physical literacy data. This systematic review sought to identify and critically evaluate all primary studies (published and unpublished, regardless of design or language) that assessed physical literacy in adults or have proposed measurement criteria. Relevant studies were identified by searching four databases (Pubmed, SportDiscus, APA PsycINFO, Web of Science), scanning reference lists of included articles, and manual cross-referencing of bibliographies cited in prior reviews. The final search was concluded on July 15, 2022. Thirty-one studies, published from 2016 to 2022, were analyzed. We found seven instruments measuring physical literacy in adults, of which six were questionnaires. The Perceived Physical Literacy Instrument was the first developed for adults and the most adopted. The included studies approached physical literacy definition in two ways: by pre-defining domains and assessing them discretely (through pre-validated or self-constructed instruments) and by defining domains as sub-scales after factorial analyses. We found a fair use of objective and subjective measures to assess different domains. The wide use of instruments developed for other purposes in combined assessments suggests the need for further instrument development and the potential oversimplification of the holistic concept, which may not result in a better understanding of physical literacy. Quality and usability characteristics of measurements were generally insufficiently reported. This lack of data makes it impossible to compare and make robust conclusions. We could not identify if any of the existing physical literacy assessments for adults is appropriate for large-scale/epidemiological studies.

Association between enjoyment, physical activity, and physical literacy among college students: a mediation analysis

Background

Physical literacy and enjoyment are important factors that affect physical activity.

Purpose

This work studies whether physical activity enjoyment (PAE) mediates the association between moderate to vigorous physical activity (MVPA) and physical literacy (PL) among college students.

Methods

Chinese college students were recruited using the Perceived Physical Literacy Instrument Scale (PPLI-SC), the International Physical Activity Questionnaire Short Form (IPAQ-SF), and the Physical Activity Enjoyment Scale. The SPSS Hayes process macro (model 4) was used to analyze the direct impact and the indirect impact. Pearson correlation, independent sample t-tests, and linear regression were used to analyze the relationship between indicators.

Results

The study surveyed 587 boys and 1,393 girls with a total of 1,980 valid questionnaires. MVPA, PAE, and PL of boys were significantly higher than girls (p < 0.01). The correlation analysis showed that MVPA, PL, and PAE were significantly correlated (p < 0.01). The results showed the direct effect of PL on MVPA was still statistically significant (β = 0.067, p < 0.05) after adding PAE variables; PAE has a positive effect on MVPA after controlling PL (β = 0.170, p < 0. 01). PL has a positive effect on PAE (β = 0.750, p < 0.01). PL impacted MVPA as explained by a 65.58% mediating effect of enjoyment.

Conclusion

Physical activity enjoyment mediates the relationship between PL and MVPA among college students. This means that even high PL among student may not imply that they are physically active if they do not enjoy physical activity.

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

BACKGROUND

The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions.

METHODS

The development process was informed by Moher et al.'s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached.

RESULTS

The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items).

CONCLUSION

The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

The Effects of Habitual Foot Strike Patterns on the Morphology and Mechanical Function of the Medial Gastrocnemius-Achilles Tendon Unit

As a crucial and vulnerable component of the lower extremities, the medial gastrocnemius-Achilles tendon unit (gMTU) plays a significant role in sport performance and injury prevention during long-distance running. However, how habitual foot strike patterns influence the morphology of the gMTU remains unclear. Therefore, this study aimed to explore the effects of two main foot strike patterns on the morphological and mechanical characteristics of the gMTU. Long-distance male runners with habitual forefoot (FFS group, n = 10) and rearfoot strike patterns (RFS group, n = 10) and male non-runners (NR group, n = 10) were recruited. A Terason uSmart 3300 ultrasonography system was used to image the medial gastrocnemius (MG) and Achilles tendon, Image J software to analyze the morphology, and a dynamometer to determine plantar flexion torque during maximal voluntary isometric contractions. The participants first performed a 5-minute warm up; then, the morphological measurements of MG and AT were recorded in a static condition; finally, the MVICs test was conducted to investigate the mechanical function of the gMTU. One-way ANOVA and nonparametric tests were used for data analysis. The significance level was set at a p value of <0.05. The muscle fascicle length (FL) (FFS: 67.3 ± 12.7, RFS: 62.5 ± 7.6, NRs: 55.9 ± 2.0, η2 = 0.187), normalized FL (FFS: 0.36 ± 0.48, RFS: 0.18 ± 0.03, NRs: 0.16 ± 0.01, η2 = 0.237), and pennation angle (PA) (FFS: 16.2 ± 1.9, RFS: 18.9 ± 2.8, NRs: 19.3 ± 2.4, η2 = 0.280) significantly differed between the groups. Specifically, the FL and normalized FL were longer in the FFS group than in the NR group (p < 0.05), while the PA was smaller in the FFS group than in the NR group (p < 0.05). Conclusion: Long-term running with a forefoot strike pattern could significantly affect the FL and PA of the MG. A forefoot strike pattern could lead to a longer FL and a smaller PA, indicating an FFS pattern could protect the MG from strain under repetitive high loads.

Sports Specialization, Physical Literacy, and Physical Activity Levels in Young Adults

CONTEXT

Youth sport specialization may be associated with physical literacy and physical activity in young adulthood. The purposes of this study were to compare young adult (18-25 y) physical literacy and physical activity by high school sport specialization status and to examine the relationship between current physical activity and physical literacy.

DESIGN

Retrospective, cross-sectional study design.

METHODS

Participants were recruited from ResearchMatch, university classes, and social media posts. Participants (N = 172; aged 22.1 [2.1] y; 80.1% female) completed the following anonymous surveys on REDCap to assess: demographics and injury history, sport specialization, physical literacy (PLAYself), and physical activity (Godin Leisure-Time Exercise Questionnaire).

RESULTS

When controlling for age, there were no statistically significant differences in physical literacy (F2,166 = 2.02, P = .14) or moderate to vigorous physical activity (F2,161 = 0.24, P = .79) between sport specialization groups. There was a moderate, positive relationship between physical literacy and physical activity (r = .33, P < .001).

CONCLUSIONS

Young adult physical literacy and physical activity were similar regardless of youth sport specialization level. Young adult physical literacy was positively associated with physical activity. Future studies should consider physical literacy as a possible correlate of physical activity among young adults.

Framing physical literacy for aging adults: an integrative review

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.

The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

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.

Self-reported measurements of physical literacy in adults: a scoping review

Physical literacy (PL) is a comprehensive concept covering motivation, confidence, physical competence, knowledge and understanding of individuals' physical activity throughout life. PL has three overlapping domains, such as: an affective, a physical and a cognitive domain. So far, PL has not been measured in the adults and no complete measurement has been developed to date.

OBJECTIVES

The aim of this scoping review was to review existing self-reported instruments measuring different elements of domains of PL.

METHOD

We reviewed Education Research Complete, Cochrane, Medline, ScienceDirect, Scopus and SPORTDiscus. The reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Studies were coded using a thematic framework, which was based on the three domains of PL. The eligibility criteria were as follows: (1) age groups between 18 and 60 years; (2) meta-analyses, reviews or quantitative studies focusing on the measurement of at least one of the three domains of PL and (3) instrument that was self-reported. We finalised search on 1 August 2021 RESULTS: In total, 67 articles were identified as studies describing instruments reflecting the three domains of PL. Following full-text reading, 21 articles that met our inclusion criteria were included. Several instruments of relevance to PL are available for assessing motivation, confidence and the physical domain. However, few instruments exist that measure elements of the cognitive domain.

CONCLUSION

This review showed that a range of existing and validated instruments exists, covering two out of the three domains of PL, namely affective and physical domains. However, for the knowledge domain no valid measurement tools could be found. This scoping review has identified gaps in the research (namely the cognitive domain) and also a gap in the research as no measures that consider the inter-relatedness of the three domains (holistic nature of the concept).

Acceptability of a parent-focused program for physical literacy development among parents and children during the COVID-19 pandemic: A qualitative study

Background

A 3-month parent education program was designed and implemented in Hong Kong to improve physical literacy (PL) among primary school children and their parents during the COVID-19 pandemic. This study aims to probe into the acceptability of the intervention from parental perspectives, providing more insights for future implementation.

Methods

Following the 3-month parent-focused PL program, 16 parents (mean age = 43.73 years, 15 mothers) were recruited to participate in semi-structured individual interviews in June 2021. Interviews were analyzed using thematic analysis in NVivo 12. Two coders analyzed interview transcripts deductively based on the interview guide and social cognitive theory (SCT).

Results

Three themes were identified that captured the acceptability of the program: (1) Addressing needs through appropriate delivery enhances acceptability of intervention; (2) Positive behavioral and psychological changes to families; (3) Appropriate support of environmental factors can enhance the sustainability of program effects. The high levels of acceptability were attributable to the fact that parents were able to learn and be a gatekeeper to impact their children positively. Moreover, the design and contents of the program were appropriate for the participating parents because the program provided adequate learning resources and interactive learning support without being overly rigid, and the online learning mode was feasible and convenient. Consequent to their participation in the program, parents expressed that they became more aware of the importance of PL, established physical activity routines with their children, and modified their parenting styles which resulted in improved parent-child relationships.

Conclusions

The current study provided evidence that engaging parents in the intervention was feasible and acceptable approach in supporting both parents and children to establish physically active routines in the family setting. The insights gained regarding the appropriateness and acceptability of the program in this specific context may be used to inform the design, implementation and sustainability of other parent-focused PL programs.

Examining physical literacy in young adults: psychometric properties of the PLAYself

The PLAYself is a commonly utilized tool to assess physical literacy in child and adolescent populations. Currently, there are no measurement tools designed to examine physical literacy among adults. The purpose of this cross-sectional study was to examine the psychometric properties of PLAYself subsections in a sample of young adults. Two hundred forty-five young adults (ages 18-25) from the United States completed the PLAYself questionnaire. Multiple principal component analyses using promax rotation were utilized to assess the current factor structure of the PLAYself subsections. Each subsection was analyzed independently to explore individual summary components. PLAYself subsections were assessed for reliability using Cronbach's α, inter-item correlations, and item-total correlations. A multi-factor structure was identified for each PLAYself subsection. A 2-factor structure was identified for the Environment subsection accounting for 55.2% of the variance. A 2-factor structure was identified for the Physical Literacy Self-Description subsection accounting for 57.1% of the variance. A 3-factor structure was identified for the Relative Ranking of Literacies subsection accounting for 70.3% of the variance. The Environment, Physical Literacy Self-Description, and Relative Ranking of Literacies subsections demonstrated poor (α = 0.577), good (α = 0.89), and acceptable (α = 0.79) internal consistencies, respectively. The Physical Literacy Self-Description subsection demonstrated the best psychometric properties in our sample, and thus may be an appropriate tool to assess physical literacy in a young adult population until additional measurement tools are developed.

Transforming Motivation for Exercise in a Safe and Kind Environment-A Qualitative Study of Experiences among Individuals with Type 2 Diabetes

Exercise is a cornerstone in diabetes care; however, adherence is low and sustaining physical activity remains a challenge. Patient-centered diabetes self-management education and support are recommended; however, sparse literature exists on how to design exercise interventions that improve self-management in individuals with complications of type 2 diabetes mellitus (T2D). We aimed to gain insights into needs, barriers, and motivation based on experiences with exercise participation among individuals with T2D and complications to adjust and develop new types of tailored, supervised exercise classes in specialized care at three hospitals in Denmark. In keeping with a constructivist research paradigm, a qualitative hermeneutic approach using focus group interviews was applied to explore perspectives among different participants in terms of disease severity. Seven interviews with 30 participants (aged 49–88) representing seven different exercise classes, were conducted over three years. Reflective thematic analysis was used. Four themes were generated: People like us, Getting started with exercise, Game changers, and Moving forward. An overarching theme ‘The transformation of motivation when exercising in a safe and kind environment’ links the themes together, resembling the participants’ development of physical literacy encompassing motivation, confidence, physical competence as well as an ability to value physical activity. Supportive patient-centered exercise classes promoted a transformation of motivation grounded in the development of physical literacy among participants in specialized diabetes care. However, participants were concerned with continuing to exercise on their own after the intervention, as they experienced a lack of continuous, supervised exercise opportunities in local communities.

Physical Literacy – to be discussed: eine Perspektive aus Sicht der deutschsprachigen Sportwissenschaft

Mit dem vorliegenden Beitrag möchten wir in der deutschsprachigen Sportwissenschaft zur Diskussion um das Konzept der Physical Literacy anregen. Im ersten Schritt soll dabei aufgezeigt werden, wie das Konzept der Physical Literacy aktuell sowohl international als auch im deutschsprachigen Raum rezipiert wird. Gerade mit Blick auf die deutschsprachige Sportwissenschaft möchten wir diesbezüglich einige Beobachtungen herausarbeiten. Es wird deutlich, dass Physical Literacy nur zögerlich in der Forschungslandschaft der deutschsprachigen Sportwissenschaft anzukommen scheint. Zudem ist erkennbar, dass gegenwärtige deutschsprachige Konzepte nachträglich über Physical Literacy begründet und erweitert werden. Die vorhandenen Entwürfe variieren dabei in ihrer inhaltlichen Schwerpunktsetzung. Darüber hinaus wird Physical Literacy in der deutschsprachigen Sportwissenschaft bislang kaum interdisziplinär diskutiert. Im zweiten Teil setzen wir an diesen Beobachtungen an und stellen Herausforderungen und Chancen zur Diskussion, warum sich die deutschsprachige Sportwissenschaft intensiver mit Physical Literacy beschäftigen sollte. In diesem Zusammenhang erkennen wir vier Herausforderungen. Dabei geht es darum, Physical Literacy begrifflich und konzeptionell zu deuten. Außerdem sollte die deutschsprachige Sportwissenschaft Physical Literacy interdisziplinär denken und entsprechend handeln. Die Auseinandersetzung mit Physical Literacy könnte zudem internationale Sichtbarkeit schaffen und bietet Impulse, Bewegungspraxis ganzheitlicher zu gestalten.

Sex Differences in the Morphological and Mechanical Properties of the Achilles Tendon

Background: Patients with Achilles tendon (AT) injuries are often engaged in sedentary work because of decreasing tendon vascularisation. Furthermore, men are more likely to be exposed to AT tendinosis or ruptures. These conditions are related to the morphological and mechanical properties of AT, but the mechanism remains unclear. This study aimed to investigate the effects of sex on the morphological and mechanical properties of the AT in inactive individuals. Methods: In total, 30 inactive healthy participants (15 male participants and 15 female participants) were recruited. The AT morphological properties (cross-sectional area, thickness, and length) were captured by using an ultrasound device. The AT force–elongation characteristics were determined during isometric plantarflexion with the ultrasonic videos. The AT stiffness was determined at 50%–100% maximum voluntary contraction force. The AT strain, stress, and hysteresis were calculated. Results: Male participants had 15% longer AT length, 31% larger AT cross-sectional area and 21% thicker AT than female participants (p < 0.05). The plantarflexion torque, peak AT force, peak AT stress, and AT stiffness were significantly greater in male participants than in female participants (p < 0.05). However, no significant sex-specific differences were observed in peak AT strain and hysteresis (p > 0.05). Conclusions: In physically inactive adults, the morphological properties of AT were superior in men but were exposed to higher stress conditions. Moreover, no significant sex-specific differences were observed in peak AT strain and hysteresis, indicating that the AT of males did not store and return elastic energy more efficiently than that of females. Thus, the mechanical properties of the AT should be maintained and/or improved through physical exercise.

Primary Care and Physical Literacy: A Non-Randomized Controlled Pilot Study to Combat the High Prevalence of Physically Inactive Adults in Austria

The multidimensional concept of physical literacy is fundamental for lifelong physical activity engagement. However, physical literacy-based interventions are in their infancy, especially among adults. Therefore, the purpose of this pilot study was to assess the association of a physical literacy-based intervention with changes in self-reported physical literacy among inactive adults. A non-randomized controlled study (2 × 2 design) was conducted, comparing pre- vs. postintervention. Twenty-eight inactive healthy participants in the intervention group (89% female, 53 ± 10 years) entered a physical literacy-based intervention once weekly for 14 weeks. The non-treated control group consisted of 22 inactive adults (96% female, 50 ± 11 years). Physical literacy was evaluated with a questionnaire encompassing five domains: physical activity behavior, attitude/understanding, motivation, knowledge, and self-efficacy/confidence. ANOVA models were applied to evaluate changes by time and condition. Following the intervention, significant improvements were seen for overall physical literacy and in four out of five physical literacy domains, including physical activity behavior, attitude/understanding, knowledge, and self-efficacy/confidence (all p < 0.01, Cohen's d = 0.38-0.83). No changes by time x condition were found for motivation. The physical literacy-based intervention applied in this study may be a promising approach to help inactive adults to adopt an active lifestyle.

Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes

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.

Understanding physical literacy in the context of health: a rapid scoping review

BACKGROUND

Physical literacy is a multidimensional concept that describes a holistic foundation for physical activity engagement. Understanding the utilization and effectiveness of physical literacy in the context of health and the health care setting will support clinical and population health programming. The purpose of this rapid scoping review was to: 1) map the conceptualization of physical literacy as it relates to health; 2) identify and describe the utilization of physical literacy in the context of health and engagement of health care providers; and 3) better understand the relationship between physical literacy, physical activity, and health.

METHODS

Following established scoping review methods adapted for a rapid review approach, we searched electronic databases Medline OVID, CINAHL Ebsco, PsycInfo Ebsco, Web of Science ISI, and ERIC Ebsco from conception until September 2019. Tabulation coding was used to identify the key themes across included articles and synthesize findings. The review follows an integrated knowledge translation approach based on a partnership between the health system, community organizations, and researchers.

RESULTS

Following removal of duplicates, our search identified 475 articles for title and abstract screening. After full text review, 17 articles were included (12 original research papers and five conceptual or review papers). There was near consensus among included papers with 16 of 17 using the Whiteheadian definition of physical literacy. There was limited involvement of health care providers in the concept of physical literacy. Physical literacy was connected to the following health indicators: BMI and body weight, waist circumference, cardiorespiratory fitness, physical activity, and sedentary behaviour. The primary demographic focus of included studies was children and there was a conceptual focus on the physical domain of physical literacy.

CONCLUSIONS

Despite growing popularity, the empirical evidence base linking physical literacy and health outcomes is limited and the relationship remains theoretical. Physical literacy may present a novel and holistic framework for health-enhancing physical activity interventions that consider factors vital to sustained participation in physical activity across the life course. Future work should continue to explore the nature and direction of the relationship between physical activity and physical literacy to identify appropriate focused approaches for health promotion.

The effect of a community-based e-health program to promote the role of physical activity among healthy adults in Hungary

Background

Physically active lifestyle can prolong the years spent without chronic diseases and is strongly associated with good mental and physical health. The goal of the study was to examine the physical activity patterns of the healthy adults and the effectiveness of a community-based e-health program.

Methods

The study sample comprised of 633 participants. Analyses were based on the E-Harmony health program that was conducted in Hungary in 2014–2015. The longitudinal study measured the physical activity patterns of the healthy adult population, and a 12-month community-based internet and media program was evaluated for the target group to improve the physical activity level and related knowledge. We examined the effectiveness of the program by the International Physical Activity Questionnaire – Hungarian validated long version adjusting for socio-demographic parameters, also across multivariate linear regression analysis using SPSS 24.0 software. Confidence interval of 95% was used and the level of significance was p < 0.05.

Results

The total physical activity of the study sample was 5129.9 (SD = 4488.1) MET min/week. Male participants scored higher in total activity but the results showed no statistical significance. Our participants were sitting 2211.6 (SD = 1592.8) min /week on average (daily average was 315.9 (SD = 227.6) minutes); the results showed no statistically significant difference by gender. We found weak but significant relationship between the active lifestyle and anthropometric data, especially according to leisure time activities and sedentary behaviour (p < 0.001). Based on the multivariate linear regression models the socio-demographic parameters significantly affected the physical activity level of participants. After the 12-month community-based e-health program, 10.34% changes occurred in the total physical activity level (p < 0.001).

Conclusions

To our knowledge, ours was the first community-based e-health program in Hungary to improve the physical activity level of the healthy adult population. Based on our results this web-based e-health program can be an adequate tool to promote healthy lifestyle. The study could provide appropriate information for the further health interventions and policy making. Further research is necessary to determine the special risk groups and to develop an applicable e-health program for such specific subgroups.

Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs?

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.

Health literacy enhanced intervention for inner-city African Americans with uncontrolled diabetes: a pilot study

Background

Disparities in diagnosis and control of type 2 diabetes mellitus are most evident in African Americans (AAs) with lower socioeconomic status. Health literacy is an important predictor of adequate self-management and control of diabetes. The purpose of this pilot study was to test the feasibility and preliminary efficacy of a health literacy-enhanced diabetes intervention, PLAN 4 Success (Prevention through Lifestyle intervention And Numeracy)-Diabetes, in inner-city, low-income AAs with uncontrolled type 2 diabetes.

Methods

Nineteen of 30 participants who completed the baseline survey received the study intervention which consisted of 4-week health literacy training and disease knowledge education followed by two home visits and monthly phone counseling for over 24 weeks.

Results

A retention rate of 58% was achieved at 24 weeks. All participants who completed the follow-up assessment at 24 weeks reported high satisfaction with the intervention. Participation in the PLAN 4 Success-Diabetes was associated with improved glucose control and psychological outcomes at 12 weeks but the positive trend was attenuated at 24 weeks.

Conclusions

The current intervention protocols were in general feasible and highly acceptable. The results support health literacy training as a promising component of interventions to promote glucose control among inner-city AAs. Some changes are suggested to optimize the protocols, before conducting a randomized controlled trial. Future interventions should consider addressing social determinants of health such as transportation as part of designing an intervention targeting low-income AAs with uncontrolled type 2 diabetes.

Trial registration

ClinicalTrials.gov, NCT03925948. Registered on 24 April 2019—retrospectively registered.