DOES PHYSICAL LITERACY PREDICT ACADEMIC ACHIEVEMENT IN ADOLESCENT STUDENTS?

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models' impact on students' basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1-4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal-Wallis H-test were applied to assess the differences, and Cohen's r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = -9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195-0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded.

While Physical Literacy has been highlighted as a determinant in health in recent study, there is a dearth of studies examining its effect on physical health, and there is a little in the way of empirical data linking Physical Literacy to health outcomes. Accordingly, further empirical research is needed to clarify the mechanisms by which Physical Literacy affects physical health. The purpose of this study was to verify the role of medical students' Physical Literacy on Health-related quality of life as well as to explore the chain mediating role of Physical Activity and Subjective Well-being in it. This study utilized a cross-sectional study design. The Physical Literacy, Health-related Quality of Life, Physical Activity ratings, and Subjective Well-being of students at Shanxi Medical University were all measured using an online survey administered in September 2023. A total of 1968 valid questionnaires were returned. First, descriptive statistics and correlation analysis were performed using SPSS software. Second, PROCESS was used to test the mediating role. Finally, we used structural equation modeling (Amos) to test the model fit. There is a significant correlation between all variables. After mediation effects analysis, we found that there were three indirect pathways of physical literacy on health-related quality of life: a single mediating effect of physical activity, a single mediating effect of subjective well-being, and a chained mediating effect of physical activity-subjective well-being. The mediating role of physical activity and subjective well-being on the relationship between physical literacy and health-related quality of life has been confirmed. Our research results support the integration of physical literacy into physical education teaching and the modification of curriculum content by physical education teachers as part of efforts to enhance students' physical activity levels, subjective well-being levels, and overall health. This study provides a new perspective for intervention in improving the health of medical students.

The rapid development of social media has led to its increased use by children and adolescents for health and well-being purposes. Accordingly, social interactions resulting from social media use can be further integrated into physical and health education pedagogy. Given the relationship between increased physical literacy and positive health outcomes, best practices and lessons learned from social media use in the healthcare industry should be adopted by health and physical educators practicing in schools. Thus, the purpose of this paper is to comment on several practical and ethical challenges and opportunities associated with using social media to improve physical literacy among youth. Specifically, two of the most prominent issues are discussed in depth: (1) integration of social media in physical education settings that educate children and adolescents about the biopsychosocial effects of physical activity, and (2) use of wearable technologies among youth to accrue experiences that enhance physical literacy competencies. In our opinion, health and physical educators who utilize the ALL-ENGAGE Playbook described in this commentary will successfully reach, engage, and impact students with popular social media that adequately promotes physical literacy, including through experiential use of wearable technologies.

Over the last decade, academics, professionals, and politicians have become increasingly interested in the assessment of children’s and adolescents' physical literacy in physical education. Physical literacy has been measured and quantified as a multidimensional term comprising behavioral, psychological, and physical components. The majority of this research was conducted on children and adolescents in educational settings, emphasizing the importance of this age group in establishing the foundations of physical literacy, which will influence lifetime physical activity, health, and well-being. Since there are no studies in the population of Lithuanian primary school students, evaluating children's physical literacy or the validity and reliability of individual physical literacy assessment instruments, the current overview may be useful in guiding the development of future research in this area in our country.&#x0D; The objective of this study is to review the assessment of physical literacy in primary school children from a theoretical standpoint.&#x0D; Methods: analysis of scientific literature and assessment instruments for physical literacy.&#x0D; Conclusions:1. There is no consensus on the assessment of children's physical literacy. Representatives of the idealistic approach suggest using subjective, qualitative, and interpretive methods to monitor a student’s progress on their individual path to physical literacy. Supporters of the pragmatic approach view physical literacy as the result of practical activities that must be measured and assessed using instruments to evaluate fundamental movement skills, physical fitness, motivation, etc.&#x0D; &#x0D; Physical literacy in primary school students could be assessed across four domains: affective, behavioral, cognitive, and physical. The affective part of the assessment tools for elementary school children is indicated by the child's motivation and self-confidence. The behavioral part is reflected by the child's objective physical activity, subjective physical activity, variety and frequency of physical activities, and participation in physical activities in different places and at different times of the year. The cognitive part is shown by the child's knowledge of physical activity and the benefits of taking part in physical activities, as well as by the child's understanding of how to plan and carry out physical activities. The physical part is demonstrated by physical fitness, movement skills, and self-perceived competence.&#x0D; &#x0D; Keywords: physical literacy, primary school students, assessment.

ABSTRACTIn recent years, physical literacy (PL) has been the subject of increased publication, promotion, and speculation in physical education (PE). This research sought to understand how PE teachers interpret PL. We investigated teacher’s conceptualisations, understandings, practices, and ideas of ‘what’ PL stands for through a #Chat conversation with physical educators on Twitter. This generated qualitative data that were interpretively analysed. An ‘everyday philosophy’ of PL emerged from the physical educators’ relationship with the PL concept, alongside the notion that some use social media as a PL advocacy tool. A lack of sophistication was evident in the PE teachers understanding and operationalization of PL. We conclude that perhaps too much time and effort has been spent ‘adapting’ PL to national contexts, personal, and institutional agendas, rather than investing in the pedagogical and content knowledge of PE teachers to deliver on the concept of PL. We suggest that it is empirical research rather than academic opinionating that is needed to establish the validity of PL for PE.

The study determined the predictive influence of PE teachers’ teaching competencies on students’ physical literacy. The measure of the PE teachers’ competencies was based on the TPACK framework. It has the following sub-variables: technological, content, pedagogical, technological content, technological pedagogical, and technological pedagogical and content competencies. On the other hand, student physical literacy was measured as the combination of motivation, knowledge, and physical competence. The survey showed that PE teachers’ have poor teaching competencies, and the students have poor physical literacy. Using multiple linear regression analysis, the researcher was able to establish the predictive influence of teaching competencies on student’ physical literacy. The result of the study has implications on the promotion of physical literacy among students. PE teachers’ teaching competencies must be a part of the conversation about students’ physical literacy. The schools must recognize the need to address the poor state of PE teachers’ competencies if they wish to bolster the promotion of physical literacy among students.

Prevalence of physical inactivity in children and adolescents and the associated epidemic of obesity are increasing concerns. U.S. national health statistics indicate early adolescence (i.e., 10-14 years) appears to be a period of importance regarding physical activity, sedentary behavior, health-related physical fitness, and obesity trends. Considering a significant portion of their waking hours are spent in school, it is widely held that schools' should play a significant role in increasing students' physical activity and health-related physical fitness. To do this, physical education in schools focus on providing quality physical education programs that produce physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of health-producing physical activity. In effect, a call for developing a comprehensive and valid measure of physical literacy has been aptly expressed. Thus, the purpose of this dissertation was to test the psychometric properties of proposed models of physical literacy, examine correlates of the physical literacy factor, and investigate the significance of the relationship between physical literacy and interscholastic sport intention via structural equation modeling. Participants were 400 (231 female, 169 male) sixth-grade physical education students who completed three brief surveys assessing maturation, self-efficacy, self-esteem, knowledge and understanding, motivation, physical activity and sport participation, and interscholastic sport intention. In addition, students completed a sedentary behavior log, a health-related physical fitness assessment, and an overhand throwing skill assessment. Analyses offered overall support for the proposed physical literacy measurement models. Results also supported positive relationship Physical literacy was statistically significantly positively related physical activity and sport team participation, and significantly negatively related and screen-time sedentary behavior. Results also supported a positive path between physical literacy and interscholastic sport intention. The implications of promoting physical literacy within physical education are discussed in light of the three higher-order underlying factors of physical literacy.

Effect of a 6-month Chronic Disease Management Program on the Physical Literacy of Children with Congenital Heart Disease: A CHAMPS Cohort Study.

The purpose of this study was to evaluate individuals’ knowledge of, perceptions about, and barriers to promoting physical literacy (PL) in Malaysia. Random samples of 360 participants of different genders, ages, races, and education levels (aged 15–60 years) residing in Malaysia participated in this study, which was conducted on online platforms between the months of February and May, 2019. The participants’ knowledge was assessed using a modified Physical Literacy Knowledge questionnaire (PLKQ). Open-ended questions were also conducted to assess perceived perceptions and barriers to improving participants’ PL, thus strengthening the validity and reliability of data collection. Quantitative data were analyzed using descriptive statistics (e.g., means, SD) and the Pearson correlation coefficient, while the analysis of qualitative data involved the usage of the Interpretive Phenomenological Approach (IPA). The participants showed greater efficacy about standards in physical education and believed that PL is developed throughout one’s lifetime, with (M = 3.2, SD = 1.02) and (M = 3.78, SD = 1.02), respectively. Additionally, most participants pointed to the necessity of having specific skills and experience to develop PL among young people as the main barrier to improving PL in Malaysia, with (M = 3.25, SD = 1.02). This initial study will provide better direction for future researchers and educators to plan an intervention to increase PL among Malaysians and advocate for physical activity in individuals’ daily lives. Additionally, this study will be useful to inform future educators’ teaching practices, particularly in Malaysian schools.

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools. Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers. Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p = .05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p = .05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p < .05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity. Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.

Physical literacy and enjoyment are important factors that affect physical activity. This work studies whether physical activity enjoyment (PAE) mediates the association between moderate to vigorous physical activity (MVPA) and physical literacy (PL) among college students. Chinese college students were recruited using the Perceived Physical Literacy Instrument Scale (PPLI-SC), the International Physical Activity Questionnaire Short Form (IPAQ-SF), and the Physical Activity Enjoyment Scale. The SPSS Hayes process macro (model 4) was used to analyze the direct impact and the indirect impact. Pearson correlation, independent sample t-tests, and linear regression were used to analyze the relationship between indicators. The study surveyed 587 boys and 1,393 girls with a total of 1,980 valid questionnaires. MVPA, PAE, and PL of boys were significantly higher than girls (p < 0.01). The correlation analysis showed that MVPA, PL, and PAE were significantly correlated (p < 0.01). The results showed the direct effect of PL on MVPA was still statistically significant (β = 0.067, p < 0.05) after adding PAE variables; PAE has a positive effect on MVPA after controlling PL (β = 0.170, p < 0. 01). PL has a positive effect on PAE (β = 0.750, p < 0.01). PL impacted MVPA as explained by a 65.58% mediating effect of enjoyment. Physical activity enjoyment mediates the relationship between PL and MVPA among college students. This means that even high PL among student may not imply that they are physically active if they do not enjoy physical activity.

The rise in physical inactivity among children poses serious health risks impacting physical, mental, and social well-being. Physical literacy (PL) has been identified as an effective approach to encourage long-term physical engagement. Schools and communities, particularly through physical education (PE) programs, play a critical role in promoting PL. However, while there are several PL-focused PE interventions worldwide, no such programs have been specifically tailored to Nordic contexts, making feasibility testing essential for effective implementation. This study investigated the feasibility of a Danish adaptation of an Irish PL program, Y-PATH. The adapted program, the Promoting Pupils' Physical Literacy (3PL) intervention, provided PE teachers with resources, courses, and a website to enhance motivational climates in PE and promote PL among 4th and 5th grade pupils. The study was conducted in accordance with Medical Research Council guidelines and Bowen et al.'s (2009) framework. Feasibility indicators including acceptability, demand, implementation, practicality, adaptation, and integration were investigated using a weekly questionnaire for PE teachers, interviews (n = four teachers and 20 pupils), observations, and field notes. The quantitative data were analyzed descriptively, while the qualitative data were analyzed using thematic analyses. 3PL was found to be feasible and acceptable among pupils and teachers (e.g., materials were used in 71% of lessons). While the materials supported implementation for teachers, workload adjustments are needed. Teachers adapted lessons effectively, balancing an inclusive and motivating learning environment. Despite minor challenges, 3PL fostered engagement among pupils and teachers with potential for expansion. 3PL represents a feasible and promising approach to promote PL in a Danish school setting. Feasibility testing demonstrated the potential for scaling 3PL, while recognizing that large-scale trials are needed to validate its broader impact. A protocol for adaptation of 3PL was published in Open Science Framework, registered in December 2022 (1). The 3PL study was preregistered at ClinicalTrials.gov (ID NCT05822024), April 2023, version 1 ( https://classic. gov/ct2/show/NCT05822024 ), before enrolment. A study protocol was written before intervention start (August 2023) and hereafter officially published in January 2024 (2).

Physical literacy, as embodied within physical education, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. Physical education is a school curricular subject that supports the development of the skills, knowledge, and attitudes necessary for participating in active and healthy lifestyle. Physical literacy has become a hot topic in the field of physical education in schools in recent years. With the promulgation of "the Development of Core literacy of Chinese Students", the cultivation of Core literacy of Discipline becomes an important direction of deepening curriculum reform in China. The core literacy of physical education and health disciplines plays an important role in promoting students' core literacy. In order to cultivate the core literacy of physical education, we should make good use of every physical education class and reform the traditional physical education teaching model. The Chinese Health Physical Education Curriculum Model has its unique teaching characteristics, and it has positive effects on all dimensions of the core literacy of physical education and health discipline. This study used the Chinese Health Physical Education Curriculum Model to explore how the teaching characteristics of the model are used in physical education and what evidence is currently available to validate this view. This study uses an explorative literature overview with an inductive approach, comparative analysis, and significant themes in published peer reviewed articles, with a focus on physical literacy and physical education, and mathematical statistics method are also used in this study. The results show that the Chinese Physical Education Curriculum Model has an indirect effect on athletic ability, healthy behavior, and sports morality. Through structured exercises and 10 minutes of physical fitness, students' physical activity participation was improved, students' physical and mental health was enhanced, and students' core literacy of physical education and health discipline was promoted. Through the research and discussion on sports ability, healthy behavior and sports morality, this study provides partial support for Chinese healthy physical education curriculum model in promoting the core literacy of physical education disciplines, and provides an important reference for further promoting the development of core literacy of physical education and health disciplines in China.

Adolescents with high physical literacy (PL) have better health including cardiovascular fitness and reduced obesity. Improving these skills can lead to a healthier adulthood and reduce the risk of developing chronic diseases. However, physical activity (PA) levels are alarmingly low and PL has been proposed as a tool to improve them. This study aimed to investigate PL in school students [aged between 8 and 18 years (M = 13.08)] in southwestern Spain, explore sex differences and school location, and explore the correlations among PL, age, and Body Mass Index (BMI). The Mann-Whitney U test was applied to determine the differences in the PPLI-Q according to sex and school location variables and the Bonferroni correction. Spearman's Rho was also applied to determine the correlations between PL and BMI and age, determining the effect size using Hedge's g for sex and high school location. Results: The results showed significant differences in sex and high school location in favor of boys (M = 4.12, SD = 0.56) and rural settings (M = 4.11, SD = 0.52). The correlation between BMI and PL was significant, with an inverse and medium effect (BMI, ρ = -0.102, p = 0.006*). These results suggest that females have a lower PL perception, and its correlation with BMI underscores the importance of intervention in improving their health. It is also important to intervene in the same way in older students and those with a higher BMI to improve their PL and increase their PA practices to establish healthier habits.

Background physical literacy is a fundamental concept in modern physical education, encompassing physical, cognitive, affective, and social competencies. Despite its recognized significance, conventional teacher-centered methodologies in Indonesian elementary schools often do not foster holistic physical literacy in students. The purpose of this study was to examine the effectiveness of educational game-based physical education in fostering physical literacy development among elementary school students, as contrasted with traditional teaching approaches. Approach: A quasi-experimental pre-test post-test control group design was used with 60 third-grade elementary school students (aged 8-9 years) in East Kalimantan, Indonesia. Participants were randomly allocated to either an experimental group (n = 30) receiving educational game-based training or a control group (n=30) receiving traditional teaching methods. The 12-week intervention was implemented through collaborative teaching between university students and school educators. Primary objectives included physical literacy knowledge, learning intentions, and basic motor skills, as assessed by a validated instrument demonstrating strong reliability (α &gt; 0.80). Results: Significant inter-group differences were observed after the intervention for all assessed variables. The experimental group showed significant improvement in physical literacy scores (78.4 ± 6.9 vs. 62.1 ± 8.4, p = 0.001, Cohen's d = 2.16), learning motivation (67.8 ± 5.6 vs. 54.3 ± 7.1, p &lt; 0.001, Cohen's d = 2.10), and motor skills (12.8 ± 1.4 vs. 9.7 ± 1.9, p = 0.002, Cohen's d = 1.86). Conclusion The implementation of game-based physical education significantly improved the development of physical literacy of elementary school students compared to traditional methods, thus supporting the integration of game-based pedagogy in elementary physical education in Indonesia.