Team Teaching Models in Primary Physical Education: Effects on Basic Motor Competencies and Self-Reported Physical Literacy.

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.

There is an assumption that fostering PL in young students can enhance performance and achievement in other areas of the curriculum. However, evidence supporting this relationship is missing. The purposes of this study were to verify whether physical literacy (PL) is correlated with academic achievement (AA) in adolescent students and whether PL predicts AA across time. A cohort study was conducted with 122 adolescents. Participants were assessed at baseline and 5 months later. PL was determined in terms of psychomotor domain (motor competence, physical activity level, musculoskeletal fitness and body composition). AA was measured at both time points and determined using writing, reading and math scores in standardized tests. Pearson correlations and regression analysis between PL and AA were performed. No significant correlations were found between PL and AA. Regression analysis revealed that PL did not predict AA across time. This study indicates that PL does not predict AA in adolescent students across time. Regardless, we encourage the promotion of PL in physical education classes and educational settings due its importance for general development of children and adolescents, including aspects of health and behaviour.

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 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).

In an era where public health challenges are increasingly complex, the role of Physical Education (PE) extends far beyond the development of motor skills. This essential academic text repositions PE as a critical pedagogical space for fostering comprehensive health literacy. Moving from theory to practice, the book provides a robust framework for understanding how PE curricula, teacher roles, and strategic community partnerships can collaboratively empower individuals and communities to make informed health decisions. The journey begins with a crucial terminological clarification, distinguishing between often-conflated concepts like ‘physical education,’ physical literacy,’ and ‘health literacy.’ Subsequent chapters critically examine the unique possibilities inherent in the PE setting for developing health-related knowledge, attitudes, and behaviors. The text meticulously outlines the evolving role of the PE teacher as a facilitator of health literacy and explores practical strategies for embedding these competencies into curriculum design. A significant focus is placed on the power of collaboration, offering models for designing joint school-community health initiatives and strategies to overcome common institutional barriers. This book is an indispensable resource for pre-service and in-service PE teachers, teacher educators, curriculum developers, and public health professionals committed to creating sustainable, impactful health literacy programs.

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.

This study examines the role of workplace professional development in enhancing the instructional effectiveness of physical and health education teachers and its subsequent impact on student physical literacy, particularly during the transition to the International Baccalaureate (IB) Middle Years Programme (MYP). The research aimed to assess how targeted professional learning initiatives influence teaching performance and foster physical literacy among students. Data were collected from a sample of three physical and health education teachers and 128 MYP Year 1 students, selected from a total population of 391 students across MYP Years 1–4. Quantitative analysis revealed a statistically significant improvement in students’ physical literacy after one academic year, with notable differences between Unit 1 and Unit 2 test scores (M = -3.625, SD = 3.76473, t(127) = -10.894, p < .000). Improvements included increased physical fitness, enhanced self-confidence, and a deeper understanding of healthy lifestyle practices. The findings provide evidence that comprehensive, context-specific professional development can significantly improve teaching quality and positively influence student outcomes in physical education. The study recommends fostering a collaborative school culture that supports ongoing communication and professional growth tailored to educators’ needs. The results of this current study will contribute a useful framework for fair and scalable professional development, giving teachers, school leaders, and policymakers who want to improve teaching quality in difficult situations useful information.

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

ABSTRACTBackground: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback have been shown in contexts other than PE, evidence in the specific context of PE is much scarcer. Grounded in SDT and relying on experimental design, the present study sought to examine the effects of choice provision and positive feedback on students’ motivational experiences in PE, and whether these effects were moderated by students’ actual motor competence (AMC).Method: A sample of 277 students (41% boys, Mage = 12.78 years) was randomly assigned to one of four experimental conditions (2 × 2 design). Prior to the experimental manipulation, participants’ AMC was measured with the Test of Gross Motor Development second edition. Participants then watched a videotaped PE lesson, in which the provision of choice (choice – no choice) and type of feedback (corrective feedback – positive and corrective feedback) were manipulated. Participants were asked to imagine how they would feel being a student in the displayed lessons. After watching the video, they completed validated questionnaires on their (1) anticipated need satisfaction and frustration and (2) autonomous and controlled motivation. MANOVAs were conducted to investigate the differences between the experimental groups in terms of anticipated need satisfaction, need frustration and motivation. Multiple linear regression analyses were used to examine the potential moderating role of AMC.Findings and conclusions: The benefits of choice provision were clearly shown with students in the choice condition anticipating significantly more autonomy, competence and relatedness satisfaction and autonomous motivation, while they anticipated significantly less autonomy and relatedness frustration when compared to students in the no choice condition. Similarly, the addition of positive feedback to corrective feedback yielded clear benefits, with lower averages in anticipated need frustration found among students who watched the videos in which positive feedback was added to corrective feedback. No support was provided for a synergetic motivational effect between choice and positive feedback. Overall, the present findings show the importance of offering choice and providing positive feedback to motivate students in PE, with positive effects being present for all students independent of their initial AMC levels. Although few interaction effects were found, lowly motor competent students benefited even more from receiving positive feedback than highly motor competent students. The findings of this study are important to take into account in PE teacher education programs and professional training programs for PE teachers about how to teach in a (more) motivating way.

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.

This study examines the perspectives of generalist teachers and sports coaches on co-teaching within physical education classes in primary schools.Overall, 29 coaches and 136 teachers participated in the study.Two questionnaires were used to assess coaches' and teachers' perceptions of co-teaching after delivering physical education lessons in tandem.Data analysis focused on percentage shares.The Chi-square test of goodness of fit and the Chi-square test for contingency tables were employed to analyze statistical differences and relationships between selected variables.A significant proportion of coaches (51.72%) confirmed observing improvements in students' physical literacy following the intervention, whereas a smaller majority of teachers (43.64%) indicated a similar trend (p<0.05).Furthermore, coaches reported high levels of teacher engagement in co-teaching (72.41%, p>0.05).Notably, teachers overwhelmingly rated the project "excellent" (75.73%) or "very good" (18.38%, p<0.05) and expressed a strong preference for continued collaboration with coaches (80%, p<0.05).This positive sentiment extended to their evaluation of both the coaches' teaching practices and the activities themselves, with the majority rating both aspects as "excellent" (78.67% and 86.76% respectively, p<0.05).Importantly, student engagement was consistently high, with no teachers reporting insufficient activity levels.Additionally, over 82% of teachers perceived the activities as very attractive to students, further supporting the program's effectiveness (p<0.05).To conclude, the high levels of satisfaction reported by both coaches and teachers suggest that such tandem teaching is not only effective but also sustainable.The results highlight the potential of collaborative teaching models to enrich the learning experience for both students and educators.

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.

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.

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; n females = 194; n males = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

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.