Associations between perceived and actual physical literacy level in Chinese primary school children

Relationships Among eHealth Literacy, Physical Literacy, and Physical Activity in Chinese University Students: Cross-Sectional Study

BACKGROUND

eHealth literacy is critical for evaluating abilities in locating, accessing, and applying digital health information to enhance one's understanding, skills, and attitudes toward a healthy lifestyle. Prior research indicates that enhancing eHealth literacy can improve health behaviors such as physical activity (PA). Physical literacy (PL) refers to the ability to develop sustainable PA habits, taking into account various aspects of an individual. Notably, university students have shown a decline in PA and possess low PL levels. However, the connection between eHealth literacy and PL in this demographic has not been extensively studied, and it remains uncertain whether PA acts as a mediator between eHealth literacy and PL.

OBJECTIVE

This study examines the extent to which PA mediates the link between eHealth literacy and PL in Chinese university students and explores gender differences in these variables.

METHODS

In February 2022, a cross-sectional survey was administered to 1210 students across 3 universities in China. The instruments used were the Perceived PL Instrument, the International Physical Activity Questionnaire, and the Chinese version of the eHealth Literacy Scale. Correlations between eHealth literacy, PA, and PL were analyzed using Pearson product-moment correlation and multiple linear regression, while mediation models helped elucidate the interactions among the 3 variables.

RESULTS

The response rate for the study was 92.9% (1124/1210). In the mediation analysis, eHealth literacy showed a significant direct effect on PL, with a coefficient of 0.78 (β .75, SE 0.02; P<.001). Moderate to vigorous physical activity (MVPA) accounted for 2.16% of the total effect, suggesting that MVPA partially mediates the relationship between eHealth literacy and PL. Additionally, male students outperformed female students in terms of MVPA (t636=4.94; P<.001) and PL (t636=3.18; P<.001), but no significant differences were found in eHealth literacy (t636=1.23; P=.22).

CONCLUSIONS

The findings indicate that MVPA serves as a mediator in the link between eHealth literacy and PL among university students. Students with low eHealth literacy or limited PA are less likely to be physically literate. Thus, eHealth literacy plays a crucial role in enhancing PL and PA, especially when interventions targeting PL are implemented. Our results also suggest a need for targeted health education interventions aimed at improving MVPA and PL among female students, while also recognizing that eHealth literacy is comparable across genders at universities.

Assessment and development of physical education teachers' physical literacy: A systematic review

In recent years, physical literacy (PL) has gained a great deal of attention in global academia. Children's physical activity (PA) participation is severely underrepresented today, and students' participation in PA and PL level development is strongly dependent on the PL levels of PE teachers. This study aims to offer information for PE teachers to improve their PL levels and for the future development of tools to assess the PL of PE teachers through a systematic review of studies assessing PL of PE teachers. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to conduct a comprehensive and systematic search in six databases-Web of Science, Scopus, ScienceDirect, PubMed, ProQuest; and SportDiscus, and a total of 671 papers were retrieved, but after removing duplicates, article identification, and screening only eight papers met the inclusion criteria. This study's results indicate a paucity of research related to PL among PE teachers, focusing on children, students, older adults, and children with disabilities. PE teachers performed poorly in the physical competence domain and better in the cognitive and affective domains, with a moderate level of overall PL. Only one instrument is currently available to assess PE teachers' (perceived) PL, and other studies have used instrument components. Therefore, it was concluded that the current PE teachers' PL level is not high. Also, because the concept of PL among PE teachers has not been standardized, no tool has been developed to evaluate the PL of PE teachers comprehensively and systematically. The CPD (continuing professional development) is considered an effective means of enhancing PL among PE teachers, and research should prioritize the development of CPD programs and tools that are specifically tailored to assess PL among PE teachers in the future.

Role of Satisfaction with Life, Sex and Body Mass Index in Physical Literacy of Spanish Children

Physical activity (PL) is essential to achieve good health, prevent cardiovascular diseases, obesity and overweight, as well as to achieve a better quality of life. Therefore, PL could become the tool to increase the practice of physical activity among young people, thus increasing life satisfaction (LS) given its positive relationship with physical activity. A single-measure cross-sectional correlational study was carried out, involving 135 children aged 8-12 years from Extremadura. They were administered the SWLS questionnaire and the Canadian assessment of physical literacy (CAPL-2). Significantly higher levels of PL (p = 0.010) were found in normal-weight children compared to overweight and obese children, due to the physical competence domain score (p < 0.001). PL was directly related to SWLS (p < 0.001), but inversely related to BMI (p = 0.018). The daily physical activity behaviour domain was explained by SWLS (p < 0.001) and sex (p < 0.001). Physical competence was described by SWLS (p < 0.001) and BMI (p = 0.045). Finally, the motivation and confidence domain were only significantly associated with SWLS (p < 0.001). It was concluded that boys and girls of normal weight achieved higher levels of PL and LS than those with overweight and obesity, establishing a negative relationship of PL with BMI and positive with LS.

Fostering mask-wearing with virality metrics and social media literacy: evidence from the U.S. and Korea

Although social media can pose threats to the public health by spreading misinformation and causing confusion, they can also provide wider access to health information and opportunities for health surveillance. The current study investigates the ways in which preventive health behaviors and norms can be promoted on social media by analyzing data from surveys and experiments conducted in the U.S. and South Korea. Survey results suggest that the pathway from social media use for COVID-19 information to mask-wearing behavior through mask-wearing norms emerges only among individuals with strong perceived social media literacy in the U.S. Experimental findings show that wear-a-mask campaign posts on social media foster mask-wearing norms and behavioral intention when they come with large (vs. small) virality metrics (e.g., Likes, shares) in both the U.S. and South Korea. Additionally, American users are more willing to engage with posts that come with supportive (vs. mixed) comments by Liking, sharing and commenting. The results highlight the need to cultivate social media literacy and opportunities for exploiting social media virality metrics for promoting public health norms and behaviors.

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.

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools

Physical literacy (PL) is thought to facilitate engagement in physical activity, which could lead to better physical fitness (PF). The aim of this study was to examine the reliability of the Croatian version of two frequently applied PL questionnaires that evaluate knowledge and understanding, perceived competence, environment, and value for literacy, numeracy, and PL and validity regarding correlation with objectively evaluated PF in adolescents. Five hundred forty-four high school students (403 females, 141 males) from Croatia were tested on PF (standing long jump, sit-ups for 30 s, sit-and-reach test, multilevel endurance test) and two PL questionnaires. The reliability of the Croatian version of the Canadian Assessment of Physical Literacy knowledge and understanding (CAPL-2-KU) and PLAYself was good (α = 0.71−0.81 for PLAYself subscales, κ = 0.39−0.69 for CAPL-2-KU). Genders differed in the self-description dimension of PLAYself, with higher results in boys (Z = 3.72, p < 0.001). CAPL-2-KU and PLAYself total score were associated with PF in boys and girls, with PLAYself having stronger associations with PF. This research supports the idea of PL as an essential determinant for the development of PF, highlighting the necessity of the development of cognitive and affective domains of PL in physical education throughout a specifically tailored pedagogical process.

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

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.

A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements

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.

Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children

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; M_age = 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.

In/Visible Physical Education and the Public Health Agenda of Physical Literacy Development in Hong Kong

In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture.

The Understanding of Peak Oxygen Uptake in Children Aged 8-16

Objective: To examine the understanding of the concept peak oxygen uptake (peak VO₂) among children and adolescents at different ages from a developmental perspective. Methods: A total of 549 children and adolescents aged 8 to 16 were recruited and instructed to fill in a 20-item Peak VO ₂ Understanding Inventory developed with reference to the research literature on peak VO₂. We presented the participants with twenty scenarios and asked them to indicate whether peak VO₂ would "remain unchanged," "increase," or "decrease," or that there was "insufficient information for a definite answer." The cross-sectional data was analyzed by employing a series of ANOVA analyses and chi-square association tests. Additional statistical analyses were performed to examine the error patterns and if there were gender differences. Results: Except for the 8-year-old group, the overall accuracy rate did not improve with age. Age-related differences in the choice of answers ("increase," "decrease," "unchanged," and "uncertain") for determining the resulting peak VO₂ after a change of antecedent were observed. Error analysis by item showed that prefactual thinking that is important to understand the concept was emerging rather than fully developed in our child and adolescent samples. Conclusion: The mastery of peak VO₂ is not subject to age-related maturation but might demand the acquisition of specific logical reasoning skill such as perfactual thinking. Early introduction of peak VO₂ and related concepts is advocated and should be emphasized on the reasoning rather than providing model answers in physical literacy education.