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Sobolewski KM, Lobo LT, Stoddart AL, Kerpan S. Exploring teachers' perspectives on movement integration using a job-embedded professional development intervention. EVALUATION AND PROGRAM PLANNING 2024; 104:102419. [PMID: 38492516 DOI: 10.1016/j.evalprogplan.2024.102419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 03/02/2024] [Accepted: 03/05/2024] [Indexed: 03/18/2024]
Abstract
PURPOSE The purpose of this study was to gain teachers' insight and evaluate a teacher training intervention on movement integration (MI). METHODS An embedded mixed methods study was used to combine post-intervention qualitative and quantitative data from 12 teachers. RESULTS Four themes were generated: employable strategies, increased student engagement, value of additional support, and space, time, and behaviour management. These themes illustrate the intrapersonal, institutional, and public policy barriers that impact MI implementation. CONCLUSION An evidence-based teacher MI implementation intervention that utilizes best practices can address intrapersonal barriers to MI use but does not alleviate institutional and public policy barriers.
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Affiliation(s)
| | - Larissa T Lobo
- University of Ontario Institute of Technology, 2000 Simcoe St N, Oshawa, ON L1G 0C5, Canada.
| | - Alexandra L Stoddart
- University of Regina, Faculty of Education, 3737 Wascana Parkway, Regina, SK S4S 0A2, Canada.
| | - Serene Kerpan
- University of Ontario Institute of Technology, 2000 Simcoe St N, Oshawa, ON L1G 0C5, Canada.
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Bourke M, Haddara A, Loh A, Saravanamuttoo KA, Bruijns BA, Tucker P. Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis. BMC Public Health 2024; 24:1409. [PMID: 38802762 PMCID: PMC11129429 DOI: 10.1186/s12889-024-18907-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 05/21/2024] [Indexed: 05/29/2024] Open
Abstract
BACKGROUND Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. METHODS An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). RESULTS A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. CONCLUSION Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.
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Affiliation(s)
- Matthew Bourke
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada.
- Health and Wellbeing Centre for Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia.
| | - Ameena Haddara
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Aidan Loh
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Kendall A Saravanamuttoo
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Brianne A Bruijns
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
- Children's Health Research Institute, 800 Commissioners Road East, London, ON, N6C 2V5, Canada
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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.
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Affiliation(s)
| | - Lennart Koch
- *Correspondence: Martin Grauduszus, ; Lennart Koch,
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Marković J, Bubanj S, Šekeljić G, Pavlović S, Radenković M, Stanković D, Petković E, Aksović N, Radenković O, Preljević A, Bjelica B, Petrović V, Sinanović Š, Tomović M. Efficiency of an Alternative Physical Education Program for the Lower Grades of Elementary School Children. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1657. [PMID: 37892320 PMCID: PMC10604941 DOI: 10.3390/children10101657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Revised: 09/21/2023] [Accepted: 09/27/2023] [Indexed: 10/29/2023]
Abstract
(1) Introduction: This research was conducted with the aim of assessing whether an alternative physical education (PE) program could effectively substitute for the traditional PE curriculum and aid in accomplishing the essential goals and objectives of PE among younger elementary school children. (2) Materials and Methods: This longitudinal 6-month study included third-grade elementary school children of both genders, who were healthy, lived in urban areas, and were involved in an alternative PE program, as well as the regular PE classes. The sample of participants comprised 214 students, with 105 participants in the experimental group and 109 participants in the control group, who underwent pre- and post-intervention measurements. For the purposes of this study, 11 variables were applied to assess the parameters of growth and development, motor abilities, and physical and health education. MANCOVA and ANCOVA methods were used to determine the effects resulting from the alternative and regular PE programs, and differences between the groups, respectively. The data are reported as the mean and standard deviations, and were analyzed using the statistical package SPSS version 20.0 (SPSS Inc., Armonk, NY, USA). (3) Results: Based on the research results obtained for motor abilities and physical and health education, it was concluded that both the alternative and regular PE programs had positive effects in achieving the goals and objectives of PE, but without statistical significance at the multivariate and univariate levels. The differences between the two groups were found to be negligible (effect size, ES < 0.2). (4) Discussion: Sports and PE have distinct objectives and approaches. While sports emphasize competition and winning, PE aims to impart fundamental skills and knowledge, prioritizing inclusivity among younger students. Success in PE is measured by the number of students meeting these goals, potentially affecting both talented and struggling learners. (5) Conclusions: The results obtained from the conducted research indicate that both the alternative PE program and the regular PE program influence changes in motor abilities and physical and health education to a limited extent. The alternative PE program proposed in this study, with its modifications to the structure of existing, regular PE program, can fully replace the latter in schools that do not meet the required spatial and material standards.
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Affiliation(s)
- Jovan Marković
- Faculty of Pedagogy, University of Kragujevac, 31000 Užice, Serbia; (G.Š.); (S.P.)
| | - Saša Bubanj
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia; (S.B.); (M.R.); (D.S.); (E.P.)
- Faculty of Medicine, University of Belgrade, 11000 Belgrade, Serbia
| | - Goran Šekeljić
- Faculty of Pedagogy, University of Kragujevac, 31000 Užice, Serbia; (G.Š.); (S.P.)
| | - Slobodan Pavlović
- Faculty of Pedagogy, University of Kragujevac, 31000 Užice, Serbia; (G.Š.); (S.P.)
| | - Marko Radenković
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia; (S.B.); (M.R.); (D.S.); (E.P.)
| | - Dušan Stanković
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia; (S.B.); (M.R.); (D.S.); (E.P.)
| | - Emilija Petković
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia; (S.B.); (M.R.); (D.S.); (E.P.)
| | - Nikola Aksović
- Faculty of Sport and Physical Education, University of Priština, 38218 Leposavić, Serbia;
| | - Oliver Radenković
- Department of Biochemical Science and Sport, State University of Novi Pazar, 36300 Novi Pazar, Serbia; (O.R.); (A.P.)
| | - Adem Preljević
- Department of Biochemical Science and Sport, State University of Novi Pazar, 36300 Novi Pazar, Serbia; (O.R.); (A.P.)
| | - Bojan Bjelica
- Faculty of Physical Education and Sport, University of East Sarajevo, 71420 Pale, Bosnia and Herzegovina;
| | - Vladan Petrović
- Faculty of Mechanical Engineering, University of Niš, 18000 Niš, Serbia;
| | - Šćepan Sinanović
- Milutin Milanković High Medical College of Professional Studies, 11000 Belgrade, Serbia;
| | - Milena Tomović
- Sports Medicine Laboratory, Department of Physical Education and Sports Science, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
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Carl J, Barratt J, Arbour-Nicitopoulos KP, Barnett LM, Dudley DA, Holler P, Keegan R, Kwan M, Scurati R, Sum RKW, Wainwright N, Cairney J. Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT). Int J Behav Nutr Phys Act 2023; 20:21. [PMID: 36805731 PMCID: PMC9938627 DOI: 10.1186/s12966-023-01423-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 02/07/2023] [Indexed: 02/19/2023] Open
Abstract
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.
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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, Qld, 4072, Brisbane, Australia
| | - Kelly P Arbour-Nicitopoulos
- Faculty of Kinesiology and Physical Education, University of Toronto, 55 Harbord Street, ON, Toronto, Canada
| | - Lisa M Barnett
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, 221 Burwood Hwy, Burwood, 3147, Melbourne, Australia
| | - Dean A Dudley
- School of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia.,Macquarie School of Education, Macquarie University, 1 University Ave, 2109, Sydney, Australia
| | - Peter Holler
- FH JOANNEUM, Institute of Health and Tourism Management, Kaiser-Franz-Josef-Straße 24, 8344, Bad Gleichenberg, Austria
| | - Richard Keegan
- Faculty of Health Canberra, Research Institute for Sport and Exercise (UC-RISE), University of Canberra, ACT, 2617, Canberra, Australia
| | - Matthew Kwan
- Faculty of Social Sciences, Brock University, Child and Youth Studies, 1812 Sir Isaac Brock Way , ON, St. Catharines, Canada
| | - Raffaele Scurati
- Department of Biomedical Sciences for Health, University of Milan, Via Kramer 4/4A, 20129, Milano, Italy
| | - Raymond Kim-Wai Sum
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, G09, Kwok Sports Building, Hong Kong, Hong Kong SAR
| | - Nalda Wainwright
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David , College Road, Wales, SA31 3EP, Carmarthen, Great Britain
| | - John Cairney
- School of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia
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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.
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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
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Gani RA, Setiawan E, Gazali N, Németh Z, Achmad IZ, Septiadi F, Haryanto J. Culture of Movement Awareness through Physical Literacy Integrated in Physical Education, Physical Activity and Sport during COVID-19: Systematic Literature Review. HEALTH, SPORT, REHABILITATION 2022. [DOI: 10.34142/hsr.2022.08.04.07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Purpose: A culture of movement awareness through physical literacy in physical education, physical activity and sports is a core aspect that must be promoted continually during the current COVID-19 pandemic. This study aims to conduct a literature review regarding the importance of a culture of movement awareness through physical literacy in physical education, physical activity and sports.
Material and Methods: This study used a Systematic Literature Review with Preferred Reporting Item for Systematic Reviews and Meta-Analytic method. There was 4 Stages in collecting data using a database search, namely through Sage Pub, Eric, Pubmed and Sciencedirect. This study adopted 7 international journal articles indexed by Scopus Q1.
Results: The results of this study found that a culture of movement awareness through physical literacy which was integrated into physical education, physical activity and sports had a major contribution in creating active participation to lead a healthy life during the pandemic.
Conclusions: Therefore, maintaining and increasing a culture of movement awareness through physical literacy during the COVID-19 period in various settings is the key in maintaining the health status of people around the world
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Physical Education and Sports: A Backbone of the Entire Community in the Twenty-First Century. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127296. [PMID: 35742543 PMCID: PMC9224293 DOI: 10.3390/ijerph19127296] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 06/07/2022] [Accepted: 06/09/2022] [Indexed: 02/01/2023]
Abstract
The current state of physical inactivity of people can be traced back to the people who have been denied their fundamental human right to physical education and participation in school sports (PES). Growing up without the fundamental human right to free movement and participation in sports activities enabled students to stay physically inactive. The purpose of this study was to explore what is currently known about the role of PES in all areas of human development and SDGs and to raise awareness about PES, which has been shown to be on the decline. To increase the study’s overall efficacy, an external desk research approach was employed to gather relevant information published online: reports, policies, charters, recommendations, and other relevant articles from various electronic databases and websites of international organizations responsible for PES, culture, and health. PES benefits are discussed in all domains of human development, including physical and mental health, cognitive, psychosocial, and moral benefits. Contrary to its importance to human growth as a whole, PES has been sidelined since the end of the twentieth century. An awareness of the subject of PES has thus been raised as a backbone of the entire community in the twenty-first century, so as to translate the promises and policies of PES into realities and practices.
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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
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Essiet IA, Lander NJ, Salmon J, Duncan MJ, Eyre ELJ, Ma J, Barnett LM. A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements. Int J Behav Nutr Phys Act 2021; 18:131. [PMID: 34620185 PMCID: PMC8499583 DOI: 10.1186/s12966-021-01162-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 06/23/2021] [Indexed: 12/21/2022] Open
Abstract
Background Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform diverse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Methods Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that sampled a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Results Database searches generated 61,412 citations; reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements; however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity (n = 32; 78% of studies), structural validity (n = 26; 63% of studies), and internal consistency (n = 25; 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. Conclusions There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. Trial registration This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01162-3.
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Affiliation(s)
- Inimfon A Essiet
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Natalie J Lander
- School of Education, Deakin University, Geelong, Victoria, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Science, Deakin University, Geelong, Victoria, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Jiani Ma
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
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