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The detrimental impact of extreme heat exposure on the health and well-being of children is widely acknowledged. The direct and indirect effects of climate change have led to an increased risk of certain cardiovascular events which may be particularly harmful to children who are born with, or develop, heart disease. Purpose: To highlight the worrying paucity of investigative research aimed at differentiating how higher ambient temperatures further tax an already compromised cardiovascular system in children. Methods: This commentary describes basic thermoregulatory concepts relevant to the healthy pediatric population and summarizes common heart diseases observed in this population. Results: We describe how heat stress and exercise are important factors clinicians should more readily consider when treating children with heart disease. Countermeasures to physical inactivity are suggested for children, parents, clinicians, and policymakers to consider. Conclusions: As sudden, excessive heat exposures continue to impact our rapidly warming world, vulnerable populations like children with underlying heart conditions are at greater heat health risk, especially when coupled with the negative physical activity and fitness trends observed worldwide. [ABSTRACT FROM AUTHOR]

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students' in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes' PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient =.54, p <.01) and the gender and race factors were not significant moderators (p >.05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students. [ABSTRACT FROM AUTHOR]

This study evaluated the reliability and construct validity of the 51-item Effective Early Childhood Physical Literacy Pedagogue self-report instrument (ECE-PLP) measuring Early Childhood Educators’ (ECEs) perceived physical literacy (PPL) capabilities, knowledge, and practices for effectively promoting PL in young children. 494 ECEs completed the ECE-PLP and the International Physical Activity Questionnaire self-report measure of physical activity (IPAQ-SF). Item reduction analyses resulted in the ECE-PLP containing 3 subscales and 30 items. Exploratory factor analysis resulted in a five-factor solution, and weak correlations were observed between total ECE-PLP and subscale scores, and IPAQ-SF scores. Results indicated high internal consistency for total ECE-PLP scores and all subscales (α range = 0.87–0.95). Acceptable test–retest reliability was found among 44 ECEs’ total ECE-PLP scores and subscales (r range = 0.88–0.97). The final scale contained 4 subscales and 28 items. This study presents a novel instrument for ECEs, demonstrating strong internal consistency and limited support for convergent validity. [ABSTRACT FROM AUTHOR]

BackgroundPurposeMethodResultsConclusionEarly childhood is a critical period for the formation of physical literacy from an early age. Teachers play an important role in supporting the growth of children's physical literacy. Unfortunately, in Indonesia, the understanding of the concept of physical literacy has yet to fully permeate early childhood education. There are no special regulations from the government to include physical education in early childhood education so that children can achieve physical literacy. Traditionally in Indonesia, teachers provide physical activity games with the aim being only to master children's gross motor skills. Therefore, the presentation of physical activity through play provided by teachers needs attention to understand children's physical literacy. These teachers can help inform the provision of physical education for early childhood education in supporting children's physical literacy in the future.This research aims to reveal the experiences of early childhood education teachers in Indonesia who are used to providing physical activity learning through games. Through this experience, this research also aims to explore teachers’ meanings regarding children's physical literacy.Through a phenomenological study in accordance with the physical literacy theoretical framework, semi-structured interviews were conducted with 13 early childhood education teachers in West Java, Indonesia. A sample of teachers was taken and interviewed from 5 schools that met the criteria, namely that they were used to teaching physical activity through play for the purpose of developing children's gross motor skills. To add to the description of teachers’ experiences, photo-elicitation interviews were conducted. Top-down thematic and bottom-up thematic analysis was carried out to analyze all the data that had been obtained.Physical literacy is interpreted as something related to children's health, meaning physical activity carried out by young children to keep their bodies fit and healthy so they can live their lives independently. Pedagogical experience from an educational background other than physical education is recognized as an obstacle to understanding physical literacy comprehensively. Thus, the teching learning practices carried out in the field only emphasize the meaning of children's physical motor activity. In accordance with the teachers’ experience, the teaching they often do every day is only giving physical activity’ games, this is assumed by them to support the physical literacy of early childhood. Motor physical activities that lead to physical literacy in early childhood are carried out in open field areas or playgrounds. The safety of teaching motor and physical activities for children is also a concern for teachers.The findings from this study suggest that teaching experience with an educational background other than physical education can limit the understanding of physical literacy, even if the teachers are used to teaching physical activity in an early childhood education environment. The long-term implications may be that if early childhood education and physical education work together, they will be able to inspire more meaningful experiences in teaching physical activities that contribute to the formation of children's physical literacy. [ABSTRACT FROM AUTHOR]

The aim of this paper was to examine the influence of picturebooks on children's physical literacy (PL). Fostering PL in early childhood can promote a physically active lifestyle in children and later adults. Picturebook use is a great opportunity for movement exploration in physical education classes, and recent research findings suggest that the joint use of read-aloud picturebooks and movement activities can enhance children's motor, cognitive, and affective development. Thus, following the research evidence and the emerging importance of PL, in this paper we provide suggestions and support for the effective use of picturebooks as a tool to cultivate PL in early childhood. [ABSTRACT FROM AUTHOR]

The aim of research is to assess the relationship between physical activity, Physical Literacy (PL) and gender among senior students. The research was conducted in 2022 in Lithuania with five city schools. Research participants were selected using a convenience sampling method: grade 10 to 12 (n=287) students 148 boys and 139 girls. A questionnaire survey was used for data collection: Portuguese Physical Literacy Questionnaire for Adolescents (PPLA-Q) to assess the psychological domain of PL (motivation, self-confidence, emotional and physical regulation); Rapid Assessment of Physical Activity (RAPA) Questionnaire - RAPA1 part, which allows to assess the level of physical activity. After analysing the psychological aspects of PL related to physical activity by gender, the obtained results suggest that boys' motivation for physical activity, selfconfidence, emotional stability, assessment of physical limits score higher compared to the group of girls (p<0.01). PA motivation has a strong positive correlation with self-confidence (p<0.01) and a moderate correlation with physical regulation (p<0.01). Physical regulation has statistically significantly correlated with self-confidence (p<0.01) and better emotional regulation (p<0.01). Statistically significant differences by gender were found with all indicators of the psychological domain: PA motivation, self-confidence, emotional regulation, and physical regulation. Mean ranks of boys were higher in all variables; however, the major differences were found in the areas of self-confidence and physical regulation. PA had a direct correlation with all psychological PL elements (PA motivation, self-confidence, emotional regulation, physical regulation) and an inverse correlation with gender. [ABSTRACT FROM AUTHOR]

While a variety of definitions persist, a common definition of physical literacy is that it encompasses the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities over the lifespan. While this perspective to physical literacy is broad, a great deal of curricular outcomes still focus on the physical competence, knowledge and understanding aspects of the framework leaving a gap in the holistic nature of the construct. This scoping review explores the construct of physical literacy within post‐secondary education, focusing on how social and emotional dimensions are integrated in teaching, delivery and assessment. This scoping review followed PRISMA‐ScR guidelines. Five online databases were used to identify papers published that used physical literacy in combination with post‐secondary as the educational setting with a focus on curriculum. The findings underscore a substantial gap in the literature. It was identified that the physical aspects of physical literacy were predominant with limited attention to the social and emotional domains. The gap implies that the comprehensive construct of physical literacy, which encompasses non‐physical facets, is often omitted in post‐secondary curricula. The review highlights an unexplored opportunity for post‐secondary institutions to intentionally construct more comprehensive physical literacy programmes. By incorporating social and emotional dimensions into these programmes, students gain a more holistic understanding of physical literacy. Subsequent research can delve into effective integration strategies and the potential benefits of such an approach. [ABSTRACT FROM AUTHOR]

PurposeMethodsFindingsConclusionsAs an extension of adventure education in school physical education, parkour has the potential to develop problem-solving and creative thinking along with the development of curriculum linked motor competencies and self-competence in a fun and risk-taking environment. This study aimed to investigate whether an adventure education model-based parkour intervention is more effective than the regular physical education in development of divergent thinking, motor creativity, movement competence and perceived motor competence of fourth-grade students.A quasi-experimental, between group design was used. The participants were 55 fourth-grade students (Intervention: 28 from 1 school, Comparison: 27 from 2 schools) in rural regions. An eight-week parkour intervention (16 sessions) was designed and conducted for the intervention group, while the comparison group continued the regular physical education curriculum. One-way ANCOVA was used for the data analysis (p < .01). Measurement tools included Play Creativity, Divergent Thinking: Realistic Presented Problems, Körperkoordinationstest für Kinder: KTK and Perceived Motor Competence Questionnaire in Childhood (PMC-C).Significant differences in motor creativity [F(1,52) = 9.76, p = .003, partial η2 = .158], divergent thinking skills [fluency F(1,52) = 33.14, p < .001, partial η2 = .389; originality F(1,52) = 7.39, p = .009, partial η2 = .124], movement competence [F(1,52) = 34.45, p < .001, partial η2 = .398], and perceived motor competence [F(1,52) = 7.44, p = .009, partial η2 = .125] were observed when compared to the comparison group. The intervention integrity was assessed to be 90%, and the attendance rate of the participants in the intervention was 87.2%.This adventure education model-based parkour unit was effective in developing general and movement related creativity, as well as movement competence and perceived motor competence of primary school students. This study has implications for deploying movement exploratory approaches such as parkour as a means to achieve quality physical education characteristics which could involve professional development on the adventure education framework, parkour specific training, as well as non-linear and physical literacy enriched pedagogical practices. [ABSTRACT FROM AUTHOR]

Background: Exercise promotion interventions for people with Parkinson's disease (PD) are often offered on a face-to-face basis, follow a generic "one-size-fit-all" approach, and are not typically delivered at diagnosis. Considering PD's heterogenous nature, the existing evidence on the merits of exercise on symptom management and the expressed wishes of people living with PD for access to timely and tailored evidence-based information, there is a demand for interventions that are easily accessible, scalable and co-designed with people living with PD. Objective: Evaluate the feasibility and acceptability of a co-designed digital intervention promoting exercise and physical activity, in people newly diagnosed with PD. Methods: Thirty people living with PD for less than one year participated in an assessor-blinded randomized feasibility trial from June 2022 to April 2023. The intervention group received the 8-week Knowledge, Exercise Efficacy and Participation (KEEP) intervention comprising 6 interactive digital modules and 4 online live group discussions facilitated by a specialist physiotherapist. Assessments were performed at baseline, post intervention and at 6-month follow up. Results: Thirty participants were recruited to target with a 64% recruitment rate (30/47). All but one participant completed the 6-month follow-up assessment. There was high retention (97%), module completion (91%), and online discussion attendance (88%). Outcome measure collection was feasible, including accelerometer data with a daily average wear time of 23.9 hours (SD:0.295). Conclusions: The KEEP intervention was feasible and acceptable in people newly diagnosed with PD. A larger trial is needed to assess intervention efficacy and correlation between knowledge, self-efficacy, and activity levels. Plain Language Summary: Exercise and physical activity have been found beneficial in managing both motor and non-motor symptoms in people living with Parkinson's. But there aren't many programs available right after diagnosis that focus on exercise and explain why it's important for managing PD symptoms and how to exercise with PD. Most existing programs use a one-size-fit-all approach and don't give personalized information. In this study, researchers wanted to see if people who were recently diagnosed with PD would join a study promoting exercise through an online program. This program included educational information and live online group discussions with both people living with Parkinson's and a specialist physiotherapist. The program was developed together with people living with Parkinson's and healthcare professionals to ensure that it better suited the needs of people newly diagnosed with PD. Thirty people took part in the study. They were randomly put into two groups: one received the online program, while the other group continued with their usual care. Participants filled out questionnaires and wore a wrist accelerometer for seven days to track their physical activity levels. The researchers found that most participants stayed in the study (97%), completed the program modules (91%), and attended the live discussions (88%) and wore the accelerometers for 23.9 hours a day on average. Overall, the study showed that the program was doable and well-received. Participants said they had a better understanding on the benefits of exercise in PD. However, a larger study is needed to see if the program helps increase activity levels. [ABSTRACT FROM AUTHOR]

Physical activity is negatively impacted after anterior cruciate ligament (ACL) injury and subsequent reconstruction. Previous evidence suggests that individuals with a history of ACL reconstruction (ACLR) may experience additional barriers to sport and physical activity participation. The purpose of this study was to identify personal and social factors (physical literacy, social support, and knee function) that are predictive of self-reported physical activity in individuals with a history of ACLR. Bivariate analyses determined that elements of physical literacy and knee function were positively correlated with self-reported physical activity. The final stepwise linear regression model demonstrated that the PLAYself Physical Literacy Self-description subsection accounted for 12.2% of the variance of self-reported physical activity (p =.003). The significant effect of the PLAYself Physical Literacy Self-description remained (p =.002) even when additional demographic covariates (age, time since ACLR, and sex) were added to the model. Findings suggest that physical literacy may be a salient factor to consider for promoting physical activity after ACLR. [ABSTRACT FROM AUTHOR]

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Physical inactivity has become increasingly prevalent among young children in early childhood education and care settings. One promising way to intervene and promote physical activity in these settings is to develop children's physical literacy. Where most children spend their weekday in early childhood settings in the care of early childhood educators, the educators are viewed as 'change agents' and become responsible for developing children's physical literacy. Thus, early childhood educators must possess adequate skills, knowledge, and practices to promote such development. However, research has yet to conceptualize a theory which identifies the significant capabilities and competencies that make early childhood educators, what we propose, an Effective Early Childhood Physical Literacy Pedagogue. Therefore, this paper draws on early childhood research regarding physical literacy, physical activity, and active play, to present a conceptual model theorizing an Effective Early Childhood Physical Literacy Pedagogue. Within this model, we propose educators' professional identity and implementation of play-based pedagogy are essential characteristics of an Effective Early Childhood Physical Literacy Pedagogue. Furthermore, educators' physical literacy capabilities (psychomotor, affective, social, and cognitive) are recognized as the vehicle that drives the aforementioned characteristics to be the Effective Early Childhood Physical Literacy Pedagogue. This conceptual model provides implications for future research to appropriately assess and target physical literacy interventions towards early childhood educators. [ABSTRACT FROM AUTHOR]

Background and Objectives: Physical literacy refers to a set of knowledge, skills and attitudes related to physical activity, while cardiorespiratory fitness is a crucial indicator of an individual's cardiovascular and pulmonary health. Understanding the interaction between these two concepts is crucial in the context of health promotion and physical education. Such understanding provides valuable information that can be used to develop policies and intervention programmers. Materials and Methods: The study adopted a scoping review approach to explore and synthesize the existing scientific literature on the relationship between physical literacy and cardiorespiratory fitness. This methodological approach was selected due to its efficiency in quickly gathering and mapping relevant information, following the recommendations of the PRISMA standard for scoping reviews. A total of 10 research articles were reviewed in this process, encompassing methodologies ranging from cross-sectional and quasi-experimental to prospective studies. Results: Preliminary findings from this research indicate that there is a dynamic and close interaction between physical literacy and cardiorespiratory fitness. This relationship highlights the holistic nature of physical literacy, whereby knowledge, skills, and attitudes related to physical activity are closely linked and intertwined with cardiorespiratory health. Conclusion: This cycle generates positive outcomes, as physical literacy encourages and inspires individuals to engage in sustainable physical activity. This study aims to analyse the relationship between physical literacy and cardiorespiratory fitness. [ABSTRACT FROM AUTHOR]

Menarche is a significant pubertal event influencing girls' participation in physical activity. As menarche is a sensitive matter, a non-invasive substitute is needed to help classify girls' maturity status and provide physical literacy to them in this regard. The objective of this exploratory study was to investigate the classification agreement between self-reported age of menarche and calculated maturity offset in adolescent girls from South Africa by making use of various statistical methods. Fifty-eight girls, n = 13 pre- and n = 45 post-menarche (Status Quo method) aged 13.51 ± 3.51 years at baseline, were analyzed (2010–2012). Independent t-testing, cross-tabulation, Roc Curve statistics and logistic regression were used to analyze the classification agreement between markers. All four statistical methods revealed the potential to categorize different maturity groups through the maturity offset equation, although the accuracy declined with increased age. A realized power of 0.92 was found for the group in the first year of the study, with a gradual and significant decline over time. Cross-tabs showed a significant moderate predictive effectiveness (Chi-square = 0.042) during T1, closer to PHV (13.51 years) although also declining significantly with increased age (T2, 14.51 years) beyond PHV (Chi-square = 0.459). Although positive results were found, caution must be used when using maturity offset equations in different homogenic populations due to their unique growth characteristics. [ABSTRACT FROM AUTHOR]

Abstract This study investigates the effects of the sport education model on physical literacy and its subsequent impact on daily physical activity levels among university students. Through mediation analysis, this study seeks to uncover the role of situational motivation in these effects. The participants in this study consist of 188 university students (male n = 132, female n = 70; mean age: 18.53 years) who were exposed to an 8-class, 10-lesson season as part of their physical education curriculum. Self-report measures were collected at baseline (1st lesson), post-intervention (10th lesson), and follow-up phases (5 weeks after). The results reveal significant mediation effects at the post-intervention (β = 0.201, t = 3.576, p

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Physical literacy (PL) is a multidimensional concept that includes the domains of movement competence, positive affect, social participation, and the confidence, motivation, and knowledge and understanding necessary for regular engagement in physical activity. The Sharing Dance Public School Program was created by Canada's National Ballet School specifically designed to promote PL through dance. The objective of this study was to evaluate the effectiveness of the program to improve PL in grade 4 to 6 children over the course of a school year. Methods: Children were initially recruited from two schools including an intervention and a control school. However, due to the COVID-19 pandemic, data collection was prematurely terminated which resulted in baseline and mid-point data from the intervention group only. As such, participants included 57 children (n = 28 females, Mage = 10.34 ± 0.85 years) that engaged in the dance program once per week for 50 minutes. Assessments of PL included a direct measure of movement competence (PLAYfun) and a self-report measure (survey) to assess the other domains of PL. Results: Significant improvements were found in movement competence. However, significant decreases were found for fun and enjoyment, confidence, and social participation. No changes were observed for knowledge and understanding or overall PL. Conclusions: Findings from the present study are encouraging as they provide initial evidence for the support of community-based PL programs, such as the Sharing Dance Public School Program, to help children develop their movement competence. Future research is needed to further evaluate the effectiveness of the Sharing Dance Public School Program over a school year, and when compared to a control group, as was initially intended. [ABSTRACT FROM AUTHOR]

Abstract Background Despite the growing recognition of the importance of social support and physical literacy in managing hypertension among young and middle-aged patients, there is a lack of research exploring the mediating effects of sense of coherence and self-efficacy in this relationship. This study aims to bridge this gap by investigating the interplay between social support, physical literacy, sense of coherence, and self-efficacy, thus contributing to a deeper understanding of effective interventions for hypertension management. Methods A cross-sectional study was conducted using convenience sampling to survey 280 young and middle-aged patients diagnosed with hypertension from five community settings in Zhejiang and Anhui provinces between January and February 2024. Measurement instruments included the General Information Questionnaire, Physical Literacy Scale for Young and Middle-aged Patients with Hypertension, Sense of Coherence Scale 13, General self-efficacy Scale, and Perception Social Support Scale. Data analysis was performed using SPSS 27.0 and AMOS 28.0, with reporting following the STROBE checklist. Results A total of 270 valid questionnaires were collected. The total score of physical literacy for young and middle-aged patients with hypertension ranged from 18 to 90, with a mean score of 62.30 ± 13.92, indicating a moderate level. There was a positive correlation between the physical literacy score and the scores of social support (r = 0.557, P

Objectives: Emerging evidence indicates that the composition of movement behaviours within a 24-h period is associated with multiple health benefits across the lifespan. A concept that emphasises an individual's active lifestyle is physical literacy (PL), yet empirical research exploring the potential associations between PL and 24-h movement guidelines remains scarce. This study aimed to evaluate the associations between levels of PL and adherence to the guidelines among Chinese university students. Study design: A cross-sectional study. Methods: Seven hundred and ninety-eight university students (390 male, 19.2 ± 1.2 years) completed all the measurements. Levels of PL and participants’ adherence to guidelines including physical activity, sedentary behaviour and sleep were self-reported through Perceived Physical Literacy Instrument, International Physical Activity Questionnaire and Pittsburgh Sleep Quality Index, respectively. Two-way ANOVA was conducted to determine the associations between the number of guidelines met (0, 1, 2, or 3) and levels of PL. Results: The results demonstrate that 36.5% (n = 291) of the participants met all the three guidelines, while 4.1% (n = 33) met none. Further analysis indicated that meeting physical activity or sedentary behaviour guidelines was associated with significantly higher total PL scores, and scores in the sub-domains of Confidence and Physical Competence and Motivation. Conclusions: The findings provide evidence that young adults who obtained higher PL scores may meet more guidelines during a 24-h period. Future studies should incorporate accelerometer-based physical activity measurements and investigate the causal relationship between PL and adherence to the movement guidelines.

Abstract Background The World Health Organization has proposed that physical activity is a meaningful way to improve the quality of human life and reduce the probability of chronic non-communicable diseases and that humans should change their mindset from the actual effectiveness of physical activity in promoting health to the new view that “physical activity makes life more meaningful.” The introduction and development of physical literacy reveal the critical role of physical activity in improving human health and the importance of human initiative in physical activity for healthy development. Therefore, the objectives of this paper are (1) to conduct a bibliometric analysis of the literature on physical literacy, assessing the scope, frequency, and geographical distribution of research publications from various countries and institutions from 2015 to 2023; (2) to visualize keywords in articles on the topic of Physical literacy to analyze whether there is a link between physical literacy and health, and (3) based on the results of the visual analysis, we propose that proper health is built on the sense of physical literacy and further construct the circular path of physical literacy, physical activity, and physical health improvement. Methods Using VOSviewer software v.1.6.18, this study searched the core collection of the Web of Science database from 2015 to April 15, 2023, using “physical literacy” as a keyword to explore the current international research on physical literacy. Results A total of 3,446 articles were included, and a correlation map was derived based on the co-occurrence frequency of keywords, which showed that physical literacy was highly correlated with six concepts: health literacy, physical activity, health, children, adolescents, and prevention. Conclusion Based on the analysis of literature visualization techniques, there is a high correlation between physical literacy and health, and international physical literacy research is in a trend of multi-point amplification, with research hotspots gradually shifting from the field of sports to the field of health and closely related to the field of health, indicating that physical literacy aims to promote the achievement of individual health by driving humans to increase physical activity.

The purpose of this study was to examine teaching strategies utilized by instructors within a dance class for individuals with Parkinson’s, and to describe ways in which dancers respond to the teaching strategies utilized; both through the lens of physical literacy. Dance instructors offer important insight into the content design and facilitation of these classes for individuals with Parkinson’s so they can experience the physical, psychological, and social benefits of dancing. Observations of nine dance classes (occurring online and via hybrid format) were conducted. Data was analyzed using reflexive thematic analysis and five themes were created: (1) Tuning in and connecting dancers with their bodies; (2) Creating a fun, low-pressure, and responsive environment; (3) Designing opportunities for dancers to be creative during class; (4) Overcoming challenges and feeling successful; (5) Connecting and dancing together. Dance classes led by adaptable, encouraging, and responsive instructors offer joyful and motivating dancing experiences for individuals with Parkinson’s. These findings paint a picture of specific pedagogical strategies and behaviours utilized by dance instructors to support expressions of physical literacy within classes for individuals with Parkinson’s. [ABSTRACT FROM AUTHOR]

This study addresses concerns surrounding the assessment of competence through various fitness tests in physical education, specifically assessments misaligning with the conceptualization of physical literacy. The study aimed to deductively analyze student assessment experiences with principles of self-determination theory, focusing on the role of competence in supporting autonomy. Particular instruments, such as the vertical jump and 30 m sprint tests, observed high levels of student preference and perceived significance. Interestingly, while the multistage fitness test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study's insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students. [ABSTRACT FROM AUTHOR]

Despite interest in multi-sports training as a strategy to enhance long-term player development in soccer, current practice within English professional soccer academies is not well understood. This study explored the use of multi-sports training by English professional soccer academies (i.e., if multi-sports training was used, how often, session duration, activity type and age-group variations), and practitioners' perspectives with respect to player development (i.e., perceived physical/sociological benefits of; and barriers to use) using an online survey. One practitioner per club, per age category (i.e., Foundation (<9 to <12 years), Youth (<13 to <16 years) and Professional (<18 to <23 years)) was permitted to respond. Sixty practitioners responded, of which, 48% worked with U18-U23 players; 42% with U13–14 and U15–16 players, respectively; 20% with U9–10 players and 33% with U11–12 players. Half (n = 30) of the respondents used multi-sports training for a total of 1 (IQR 1–2) session and 30 (13 to 60) minutes per week. Respondents 'agreed' or 'strongly agreed' that multi-sports training improved physical outcomes, reduced injury risk, helped to avoid early professionalism, and improved communication and problem-solving. Several barriers to inclusion were identified, such as limited training time, lack of equipment and attrition from other staff and players. In summary, although multi-sports training was used by only ∼50% of practitioners, indicating that many clubs specialise in deliberate soccer practice, most practitioners perceived multi-sports training to be beneficial to player development. [ABSTRACT FROM AUTHOR]

The ageing population creates concerns and challenges worldwide. The large number of older adults (aged over 65) in Hong Kong continues to rise as people live longer. This may result in heavy burdens on public services and problems such as a shortage of medical resources. The purpose of this study is to implement a physical literacy-based intervention among older adults in Hong Kong in order to achieve the goal of health promotion. A two-arm cluster randomized controlled trial will be employed in this proposed study. Ten daycare centers for the older adults in Hong Kong will be invited to participate in this study. The intervention group will receive functional fitness training and mastering physical literacy class twice a week with buddy peer support, and they will be asked to keep a reflective writing journal on a daily basis for 12 weeks in total. Participants will be evaluated at baseline (week 0), post-intervention (week 12), and at 6-week follow-up (week 18). This will consist of objective and self-reported measures covering elements within physical literacy (i.e., physical competence, motivation and confidence, knowledge and understanding) and also physical activity levels on an individual basis. The study intends to introduce a conceptual framework of physical literacy for the older adults through an intervention that allows older people to develop daily behaviour habits, which should promote active ageing for the older adults and greater self-esteem in later life. After this study, participants may share their positive experiences, and encourage their peers in the community to become physically literate in the future. In the long run, due to the feasibility and sustainability of these potential programs, this proposed study has the potential to connect seniors through social engagement and contribute to healthy living. Clinical trial approval from the National Library of Medicine (Reference number: NCT06137859). [ABSTRACT FROM AUTHOR]

Sports video games (SVGs) are one of the most popular genres in video gaming, which are suggested to be associated to physical literacy (PL). The objective of the current scoping review is to identify and summarize the empirical evidence on PL domains associated with participation in SVGs among youth and adolescence, based on the Australian Physical Literacy Framework (APLF). The literature search followed the PRISMA-ScR guidelines on databases PubMed, Scopus and Web of Science. This review included studies that evaluated any outcomes associated with the participation in SVGs based on APLF: physical, psychological, social, and cognitive domains. Articles related to other video game genres or gambling were excluded. All types of devices, modes of playing and intensities of play were included. Finally, there were 3859 articles retrieved from which 11 met the inclusion criteria. The most studied outcomes were related to the psychological and the cognitive domains which shown that SVGs to be effective in increasing motivation and engagement, and enhancing total knowledge in real-life sports. This finding provides a new insight that this sedentary behavior could be used in promoting sports and might help to solve the problem of physical inactivity. However, more research is needed for the physical and the social domains regarding to SVGs play among youth and adolescents. The current evidence base relating to SVGs is not large enough to be able to understand the associations of some gaming variables, such as duration of time, frequency, skill levels, mode of playing and gender, to PL and risky behaviors among youth and adolescents. [ABSTRACT FROM AUTHOR]

Background: Despite the growing recognition of the importance of social support and physical literacy in managing hypertension among young and middle-aged patients, there is a lack of research exploring the mediating effects of sense of coherence and self-efficacy in this relationship. This study aims to bridge this gap by investigating the interplay between social support, physical literacy, sense of coherence, and self-efficacy, thus contributing to a deeper understanding of effective interventions for hypertension management. Methods: A cross-sectional study was conducted using convenience sampling to survey 280 young and middle-aged patients diagnosed with hypertension from five community settings in Zhejiang and Anhui provinces between January and February 2024. Measurement instruments included the General Information Questionnaire, Physical Literacy Scale for Young and Middle-aged Patients with Hypertension, Sense of Coherence Scale 13, General self-efficacy Scale, and Perception Social Support Scale. Data analysis was performed using SPSS 27.0 and AMOS 28.0, with reporting following the STROBE checklist. Results: A total of 270 valid questionnaires were collected. The total score of physical literacy for young and middle-aged patients with hypertension ranged from 18 to 90, with a mean score of 62.30 ± 13.92, indicating a moderate level. There was a positive correlation between the physical literacy score and the scores of social support (r = 0.557, P<0.01), sense of coherence (r = 0.392, P<0.01), and self-efficacy (r = 0.466, P<0.01) among young and middle-aged patients with hypertension. Furthermore, social support was found to have multiple mediating effects through sense of coherence and self-efficacy on physical literacy. Conclusion: This study sheds light on the interconnectedness of social support, physical literacy, sense of coherence, and self-efficacy among young and middle-aged patients with hypertension. The findings underscore the importance of considering these factors holistically in hypertension management strategies. [ABSTRACT FROM AUTHOR]

Background: A large proportion of adolescents with developmental coordination disorder (DCD) are physically inactive. Physical literacy has been described as an important determinant in promoting health behaviours. The potential of exergames to improve physical literacy and activity has been recognized in typically developing children. The aim of the present scoping review was to identify and map the available evidence of this potential for adolescents with DCD. Methods: A scoping review was performed via a literature search in PubMed, Web of Science, Embase, ERIC and CINHAIL. Results: From 2860 search records, six studies (two studies in DCD and four studies in cerebral palsy [CP]) assessed physical activity, 12 studies discussed exergame features and 16 studies assessed physical literacy domains. In DCD, one study showed positive effects of exergaming on physical activity and the other failed to show any significant effects of exergaming. In CP, all four studies demonstrated positive effects of exergaming on energy expenditure and daily physical activity. Furthermore, positive effects of exergames on the different physical literacy domains were shown, namely motor competence, self‐concept and affect, motivation and social/experiential. Finally, exergame features including multiplayer modes, realism, game rewards, challenges and enjoyment were shown to have a significant effect on motivating and encouraging adolescents to exert more effort while playing. Conclusion: Based on the positive effects of exergaming on physical activity in other populations, more in‐depth research in adolescents with DCD is warranted such that the decline in physical activity behaviour that is present in individuals with DCD can be counteracted. Physical literacy should be regarded as an important determinant in this regard. [ABSTRACT FROM AUTHOR]

Emerging evidence indicates that the composition of movement behaviours within a 24-h period is associated with multiple health benefits across the lifespan. A concept that emphasises an individual's active lifestyle is physical literacy (PL), yet empirical research exploring the potential associations between PL and 24-h movement guidelines remains scarce. This study aimed to evaluate the associations between levels of PL and adherence to the guidelines among Chinese university students. A cross-sectional study. Seven hundred and ninety-eight university students (390 male, 19.2 ± 1.2 years) completed all the measurements. Levels of PL and participants' adherence to guidelines including physical activity, sedentary behaviour and sleep were self-reported through Perceived Physical Literacy Instrument, International Physical Activity Questionnaire and Pittsburgh Sleep Quality Index, respectively. Two-way ANOVA was conducted to determine the associations between the number of guidelines met (0, 1, 2, or 3) and levels of PL. The results demonstrate that 36.5% (n = 291) of the participants met all the three guidelines, while 4.1% (n = 33) met none. Further analysis indicated that meeting physical activity or sedentary behaviour guidelines was associated with significantly higher total PL scores, and scores in the sub-domains of Confidence and Physical Competence and Motivation. The findings provide evidence that young adults who obtained higher PL scores may meet more guidelines during a 24-h period. Future studies should incorporate accelerometer-based physical activity measurements and investigate the causal relationship between PL and adherence to the movement guidelines. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between exercise goal orientation and perceived physical literacy among fitness center members, grounded in the Achievement Goal Theory. This study posits that goal orientation significantly influences how individuals engage in fitness activities, thus impacting their intrinsic motivation and physical literacy. Using a cross-sectional design, data were collected from 393 participants via an online survey that assessed their goal orientation and perceived physical literacy. Statistical analyses included the normality test, independent sample t-test, analysis of variance (ANOVA), and regression analysis. The findings indicate that mastery-oriented goals, which focus on personal growth and competence, are significant predictors of higher perceived physical literacy than performance-oriented goals that emphasize external validation. The study also identified notable demographic differences: younger individuals and those who frequently exercise exhibit stronger mastery orientations and higher levels of perceived physical literacy. Specifically, younger participants (18-24 years) reported higher confidence and knowledge in physical literacy than older participants (35 and above). Additionally, males score higher on the perceived knowledge component of physical literacy than females. Frequent exercisers (4 or more times per week) demonstrate higher levels of both goal orientation and perceived physical literacy. These insights underscore the need for tailored interventions that promote mastery goals while fostering lifelong engagement in physical activities. By bridging existing research gaps, this study contributes to the development of more effective fitness programs that enhance health and well-being through personalized approaches that account for individual differences in motivation and literacy. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Psychological distress has been a growing challenge to healthy living worldwide. Special attention has been concentrated on examining the cost of psychological distress on the life satisfaction of college students who are vulnerable groups coping with the challenge. The purpose of this study is to explore the roles of physical literacy (PL) and mindfulness in mediating the impact of psychological distress on life satisfaction among college students in China. Methods: A sample of 653 students from six universities across three cities in China participated in an online survey, which included measures of PL, mindfulness, life satisfaction, as well as stress, anxiety, and depression levels. Structural equation modeling (SEM) was implemented to analyze the survey data. Results: The findings of the SEM analysis demonstrated an acceptable model fit (X2/df = 3.63, CFI = 0.951, TLI = 0.940, RMSEA = 0.068, 90% CI = [0.060, 0.075], SRMR = 0.051) with a large effect size (R2 = 0.36) for life satisfaction, indicating that 36% of the variation in life satisfaction could be explained by the model. In addition, significant partial-mediation effects of PL and mindfulness were observed in the relationship between psychological distress and life satisfaction. These findings provide empirical support for the notion that interventions targeting PL and mindfulness practices may effectively enhance well-being and alleviate psychological distress among college students. Furthermore, this study suggests that integrating PL and mindfulness components into physical education and activity programs could be beneficial in meeting individuals' holistic health needs. [ABSTRACT FROM AUTHOR]

Background: Fundamental movement skills (FMS) are critical components to lifelong participation in sports and physical activity. With the rise in early sports specialization, mastery of motor skills may be limited in youth athletes. The purpose of this study was to assess FMS proficiency in highly active middle school athletes and determine whether proficiency differed between specialization levels and sex. Hypothesis: (1) Most athletes would fail to achieve proficiency in all domains of the Test of Gross Motor Development (TGMD-2), (2) highly specialized athletes would demonstrate lower proficiency in all domains of the TGMD-2, and (3) male athletes would demonstrate higher proficiency than female athletes. Study Design: Cross-sectional. Level of Evidence: Level 4. Methods: A total of 91 athletes were recruited (44 male, 12.6 ± 0.9 years). Activity level was quantified using the Hospital for Special Surgery (HSS) Pediatric Functional Activity Brief Scale (Pedi-FABS), specialization level was determined using the Jayanthi Specialization Scale, and the TGMD-2 was used to assess FMS proficiency. Descriptive statistics were used to describe gross motor, locomotor, and object control percentile rank. A 1-way analysis of variance (ANOVA) was used to assess differences in percentile rank between low, moderate, and high specialization groups and independent samples t tests were used to compare sexes (α < 0.05). Results: Mean Pedi-FABS score was 23.6 ± 4.9. In total, 24.2%, 38.5%, and 37.4% of athletes classified as low, moderate, and highly specialized, respectively. Mean percentile ranks were 56.2%, 64.7%, and 62.6% for locomotor, object control, and gross motor domains, respectively. No athlete achieved a percentile rank >99% in any domain of the TGMD-2, and there was no significant difference between specialization groups or sex. Conclusion: Despite high activity levels, no athlete demonstrated proficiency in any domain of the TGMD-2, and there was no difference in proficiency between specialization levels or by sex. Clinical Relevance: Sport participation, regardless of level, does not ensure adequate mastery of FMS. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Representative studies assessing behavior-oriented determinants for physically active lifestyles in the German adult population are lacking due to the absence of validated assessment instruments. Drawing on the physical activity-related health competence (PAHCO) model, the goal of the present study was to develop and evaluate a short version of PAHCO differentiating between the three sub-competencies 'movement competence', 'control competence', and 'self-regulation competence'. In the first step, we reduced the number of items from existing PAHCO-related questionnaires, while adjusting them for a telephone survey mode. In the second step, we validated this 12-item version with N = 3986 adults between 18 and 97 years (57.0 ± 18.2 years; 52.0% male) within the representative survey "German health Update" (GEDA 2023). We also gathered information about participants' age, gender, education, leisure-time physical activity, and self-reported health. The psychometric analyses revealed satisfactory item statistics. Confirmatory factor analyses suggested a model variant in which two items showed theory-conform parallel loadings on a second sub-competence (comparative fit index [CFI] = 0.924, root mean square error of approximation [RMSEA] = 0.073, standardized root mean square residual [SRMR] = 0.044). The latent sub-competencies were significantly related to physical activity (0.20 ≤ β ≤ 0.27) and health (0.50 ≤ β ≤ 0.65), thus indicating criterion validity. The factor structure turned out to be invariant across age, gender, and educational levels. In summary, this study gained initial insights about the reliability and validity of a 12-item version of the PAHCO questionnaire. We recommend the instrument for use within representative surveys, for initial screening, the reporting of descriptive trends, or secondary outcomes of a trial. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Sciences Research / Spor Bilimleri Araştırmaları Dergisi is the property of Journal of Sport Sciences Researches / Spor Bilimleri Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily physical activity (PA). Physical literacy serves as an attractive concept to help reframe and address physical inactivity and poor health and wellbeing, utilising a different and integrated approach to physical activity, health and wellbeing promotion. The studies presented in this Special Issue respond to previous calls in PL research for further empirical evidence, clarity around PL assessment, the utility of physical literacy with diverse populations including indigenous children and those with disabilities, the application of PL within early years, parental engagement and the role of physical education in the promotion of PL. These studies shed new light on the frontiers of PL research within child and youth populations. [ABSTRACT FROM AUTHOR]

BackgroundThe effect of cardiorespiratory fitness (CRF) on the relationship of physical activity (PA), and physical literacy (PL) in 8–12 Pakistani children are largely unknown. Therefore, this study aims to examine the mediating role of CRF in the relationship between PA and PL in this demographic.MethodsThis cross-sectional study involved 1,360 children aged 8–12 (mean age = 10.00, SD = 1.41 years) from 85 higher secondary schools in South Punjab, Pakistan. Data were collected during the 2020–2021 academic year using the Canadian Assessment of Physical Literacy-2 (CAPL-2) protocol to assess physical activity (PA), Body Mass Index (BMI), and PL levels. CRF was measured using the PACER (Progressive Aerobic Cardiovascular Endurance Run) test. Descriptive statistics, independent samples t-tests, Chi-squared tests, and Generalized Additive Models for Location, Scale, and Shape (GAMLSS) were used for age and sex-specific CAPL-2 scoring. Associations among components were evaluated through Pearson's correlation, multivariate logistic regression, and mediation analyses.ResultsThe study revealed that boys had significantly higher scores in CRF, PA, and PL across all age groups compared to girls (p

Cheng Ma,1 Minnan Yue,2 Xiaoling Zhu1 1Department of Physical Education, University of Shanghai for Science and Technology, Shanghai, 200093, People’s Republic of China; 2School of Energy and Power Engineering, University of Shanghai for science and technology, Shanghai, 200093, People’s Republic of ChinaCorrespondence: Cheng Ma, Department of Physical education, University of Shanghai for science and technology, Shanghai, 200093, People’s Republic of China, Tel +86-13795365789, Email macheng@usst.edu.cnPurpose: To investigate the knowledge, attitudes and practices (KAP) among college students toward physical literacy during COVID-19 school closure.Patients and Methods: This web-based cross-sectional study was conducted between December 9th, 2022 and December 24th, 2022 among college students during COVID-19 school closure. A self-designed questionnaire was developed to collect demographic information of the college students, and assess their KAP toward physical literacy.Results: A total of 969 students were recruited, with mean age of 18.73± 0.97 years. The majority were male (54.70%), urban residents (78.02%), majoring in engineering (58.00%), and having exercise habits (61.09%). The mean KAP scores were 6.57± 0.95, 32.63± 4.07, and 27.06± 7.23, respectively. Positive associations were identified between knowledge and attitude (OR = 2.01, 95% CI: 1.52– 2.66, P < 0.001), and between attitude and practice (OR = 1.17, 95% CI: 1.12– 1.22, P < 0.001). A bachelor’s degree and being in the sophomore year were positively associated with knowledge (OR = 1.51– 4.05, all P < 0.05). Urban residence and being in the sophomore year were negatively associated with attitude (OR = 0.43– 0.59, all P < 0.05), while having daily exercise habits showed the opposite trend (OR = 1.85, 95% CI: 1.33– 2.57, P < 0.001). Father’s education level of high school and technical secondary school (OR = 0.58, 95% CI: 0.37– 0.93, P = 0.023) and having daily exercise habits (OR = 3.88, 95% CI: 2.72– 5.55, P < 0.001) were associated with practice.Conclusion: College students had sufficient knowledge, moderate attitudes and negative practices towards physical literacy during COVID-19 school closure. The findings hold significant potential for developing educational programs, fostering healthier lifestyles and promoting mental well-being among college students during public health outbreaks.Keywords: knowledge, attitude, practice, cross-sectional study, physical literacy

Abstract Background Childhood obesity is associated with various health outcomes. Restrictive measures to contain the spread of the Coronavirus Disease 2019 (COVID-19) pandemic, like lockdowns and school closures, affected children’s daily structure, physical activity, dietary habits, and sleep quality, possibly exacerbating risk factors for childhood obesity and higher body mass index (BMI) in children. Poor socioeconomic conditions may have led to relatively higher risk for elevated BMI levels following pandemic measures. In this study, the impact of measures related to the COVID-19 pandemic on the BMI of third graders was investigated regarding children’s socioeconomic background (SEB). Methods Data from 41,728 children (8.84 ± 0.56 years, 20,431 female) were collected in the context of a cohort study. Children were tested either before the pandemic (preCOVID: Sept2017–March2020, n = 26,314), or following the first (postLDI: Aug2020–Dec2020, n = 6657) or second lockdown in Germany (postLDII: Aug2021–Jan2022, n = 8757). SEB was based on the official school type classification of the state of Berlin. Outcome was BMI standard deviation scores (SDS). Results Significant effects of Time and SEB revealed elevated BMIs in postLDI (M = 0.23, p = 0.011) and postLDII (M = 0.22, p = 0.011) compared to preCOVID (M = 0.17) cohorts and higher BMIs for children with lower SEB (b = − 0.13, p

Purpose: Despite its relevance for the training of a well-rounded physically literate individual, the development of knowledge about physical activity (KPA) is understudied. We examined how KPA is differentiated and evolves according to grade level, gender, and type of school attended by an adolescent. Method: A reliable KPA assessment tool was developed. A three-way analysis of variance was used to analyze z scores on the effects of gender, grade level, and type of school on five different dimensions of knowledge. Results: The reliability was validated. Statistically significant interactions were revealed between grade and school institution on KPA z scores. Main results showed that vocational schools displayed significantly lower levels, compared to traditional ones. The only increase in knowledge according to grade was noticeable only in traditional schools. Results revealed no significant gender differences. Discussion: The French physical education system does not seem to provide an adequate level of KPA, especially in vocational schools. [ABSTRACT FROM AUTHOR]

The study provides a summary, reflection, and clarification on the existing literature amid the recent rise in physical literacy assessment through a critical narrative that will contribute to future developments. In this review, the author addressed the significance of acknowledging the ultimate goal of assessing physical literacy throughout the life course is to foster authentic human flourishing. The study questioned the assessment practice in detail by discussing whether it is to translate and validate or to establish locally and to quantify or to specify qualitatively. The current tendency of a comprehensive dimension but not an inclusive journey was found. Subject to limitation, the merits of this study still stand and, moreover, further point to valuable areas for further inquiry that may refine and foster physical literacy and authentic human flourishing across the life course. And based on the arguments, future direction and recommendations when conducting assessment were discussed. [ABSTRACT FROM AUTHOR]