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Physical Literacy in Children and Youth

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (15 April 2020) | Viewed by 33337

Special Issue Editor

Department of Psychiatry, University of Toronto, 55 Harbord Street, Toronto, ON M5S 2W6, Canada
Interests: physical literacy; pediatric exercise medicine; child health; motor development; epidemiology; behavioural sciences

Special Issue Information

Dear Colleagues,

We are organizing a Special Issue on the physical literacy and health in the International Journal of Environmental Research and Public Health. The venue is a peer-reviewed scientific journal that publishes articles and communications in the interdisciplinary area of environmental health sciences and public health. For detailed information on the journal, we refer you to https://0-www-mdpi-com.brum.beds.ac.uk/journal/ijerph.

Physical literacy refers to the physical competence, confidence and knowledge to value and participate in physical activity for life. Recently, Cairney and colleagues (2019) published a conceptual model, describing the potential pathways connecting physical literacy to physical and mental health (Cairney, J.; Dudley, M.; Bulten, R.; Kwan, M.; Kriellaars, D.J. Physical literacy, physical activity and health: toward an evidence-informed conceptual model. Sports Medicine 2019, doi:10.1007/s40279-019-01063-3). While physical literacy has an important role to play in prevention of disease and the promotion of well-being in the population, research has only recently begun to explore the connections between physical literacy and health.

This Special Issue is open to any subject area related to the study of physical literacy and health. The listed keywords suggest just a few of the many possibilities.

Prof. Dr. John Cairney
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Physical Literacy
  • Motor competence
  • Public health
  • Quality of life
  • Physical activity
  • Social participation
  • Sport
  • Mental Health
  • Physical Health
  • Physical Education
  • Motivation
  • Exercise Psychology
  • Motor Development

Published Papers (9 papers)

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Research

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12 pages, 1327 KiB  
Article
Stopping the Drop: Examining the Impact of a Pilot Physical Literacy-Based Intervention Program on Physical Activity Behaviours and Fitness during the Transition into University
by Matthew Y. W. Kwan, Jeffrey D. Graham, Cierra Healey, Natalie Paolucci and Denver M. Brown
Int. J. Environ. Res. Public Health 2020, 17(16), 5832; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17165832 - 12 Aug 2020
Cited by 16 | Viewed by 2045
Abstract
The move to university is a major life transition associated with precipitous declines in physical activity (PA). While it remains unclear how these declines can be best attenuated, the concept of physical literacy (PL) or enhancements of PL may be a promising modality [...] Read more.
The move to university is a major life transition associated with precipitous declines in physical activity (PA). While it remains unclear how these declines can be best attenuated, the concept of physical literacy (PL) or enhancements of PL may be a promising modality to promote PA during life transitions. The purpose of the current study was to evaluate the impact of a pilot PL-based intervention on PA and fitness for students transitioning into university. Participants included 65 first-year students (Mage = 17.85 ± 0.51; n = 46 females), enrolled in a quasi-experimental study. Intervention participants (n = 26) participated in a 12-week novel movement skills program conducted in a group-based environment. Results from the 2 × 2 repeated measures ANOVA found moderate effects in the time by condition interaction F(1,56) = 2.70, p = 0.11, ηp2 = 0.08 for PA behaviors as well as for estimated cardiorespiratory fitness F(1,61) = 8.35, p = 0.005, ηp2 = 0.12. Findings from our pilot program suggest that PL may be an effective modality to help first-year university students maintain fitness and attenuate the declines in PA behaviors when transitioning into university. Similar trials with larger samples are required. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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10 pages, 591 KiB  
Article
Physical Self-Concept, Gender, and Physical Condition of Bizkaia University Students
by Iker Sáez, Josu Solabarrieta and Isabel Rubio
Int. J. Environ. Res. Public Health 2020, 17(14), 5152; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17145152 - 17 Jul 2020
Cited by 10 | Viewed by 2993
Abstract
(1) Background: Despite the benefits of physical activity being well documented in university students, some do not follow the international recommendations. This period of life is a vital stage in adhering to healthy habits in adult life. The objective of the study was [...] Read more.
(1) Background: Despite the benefits of physical activity being well documented in university students, some do not follow the international recommendations. This period of life is a vital stage in adhering to healthy habits in adult life. The objective of the study was to analyze university students’ scores of their physical self-concept and its relationship with gender, physical condition, and level of self-perceived competence. (2) Methods: The sample comprised of 1289 Bizkaia University students (42.12% men and 57.87% women), between 18 and 46.5 years old (M = 20.4; SD = 2.2 years). Physical self-concept, physical condition, number of hours per week of physical activity, and perceived fitness level were analyzed. (3) Results: We found significant differences between women and men in their physical self-concept, but it seemed to be mainly an indirect effect through the mediation of hours of exercise and physical condition. (4) Conclusions: To understand the variance of the level of physical self-concept between genders in university students, the effect of certain variables (physical condition, number of hours per week, and perceived fitness level) must be considered, as well as the mediating role of some of these variables. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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12 pages, 1173 KiB  
Article
Temporal Precedence of Physical Literacy and Basic Psychological Needs Satisfaction: A Cross-Lagged Longitudinal Analysis of University Students
by Fong-Jia Wang, Chih-Fu Cheng, Mei-Yen Chen and Kim-Wai Raymond Sum
Int. J. Environ. Res. Public Health 2020, 17(12), 4615; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124615 - 26 Jun 2020
Cited by 6 | Viewed by 3373
Abstract
Purpose: Building on self-determination theory and extending research in the physical education context in terms of basic psychological needs satisfaction and physical literacy, this study examines the bidirectional effects of basic psychological needs satisfaction and physical literacy over time in a university physical [...] Read more.
Purpose: Building on self-determination theory and extending research in the physical education context in terms of basic psychological needs satisfaction and physical literacy, this study examines the bidirectional effects of basic psychological needs satisfaction and physical literacy over time in a university physical literacy context. Method: Using a two-wave design, data were collected twice with an 18-week time lag from a sample of 549 university students. Utilizing full cross-lagged analyses, we examined the bidirectional effects between basic psychological needs satisfaction and physical literacy. Results: The results provide support for a positive relationship between physical literacy (Time 1) and basic psychological needs satisfaction (Time 2), but we cannot reject the possibility of a bidirectional relation, supporting our expectations. Conclusion: Overall, the study highlights the importance of a reciprocal relationship between physical literacy and basic psychological needs satisfaction. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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20 pages, 967 KiB  
Article
A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools
by Chris Wright, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette and Patti-Jean Naylor
Int. J. Environ. Res. Public Health 2020, 17(12), 4386; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124386 - 18 Jun 2020
Cited by 16 | Viewed by 3378
Abstract
A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and [...] Read more.
A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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19 pages, 338 KiB  
Article
Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program
by Emily Bremer, Jeffrey D. Graham and John Cairney
Int. J. Environ. Res. Public Health 2020, 17(9), 3129; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17093129 - 30 Apr 2020
Cited by 26 | Viewed by 4387
Abstract
Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week [...] Read more.
Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders’ perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children’s motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children’s physical literacy. Further research on childhood physical literacy interventions is warranted. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
13 pages, 846 KiB  
Article
The Development of Chinese Assessment and Evaluation of Physical Literacy (CAEPL): A Study Using Delphi Method
by Si-Tong Chen, Yan Tang, Pei-Jie Chen and Yang Liu
Int. J. Environ. Res. Public Health 2020, 17(8), 2720; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17082720 - 16 Apr 2020
Cited by 12 | Viewed by 5595
Abstract
The aim of this study is to introduce the development of the Chinese Assessment and Evaluation of Physical Literacy (CAEPL), to present the theoretical model of the CAEPL, and to quantify the weight of each domain of the CAEPL. 34 experts took part [...] Read more.
The aim of this study is to introduce the development of the Chinese Assessment and Evaluation of Physical Literacy (CAEPL), to present the theoretical model of the CAEPL, and to quantify the weight of each domain of the CAEPL. 34 experts took part in the Delphi survey, and 23 experts completed all the three rounds of the survey. Experts’ opinions are used to develop the theoretical model of the CAEPL. The analytical hierarchy process (AHP) was employed for determining the weights of subdomains and items of the CAEPL. The CAEPL is a comprehensive model, including intention of physical activity (IPA), knowledge of physical activity (KPA), motor/sport skill (MSS), behavior of physical activity (BPA) and physical fitness (PF). Specific weights of IPA, KPA, MSS, BPA and PF are 17.25%, 16.23%, 27.01%, 23.72% and 15.79%, respectively. The CAEPL provides an important and useful instrument to measure and improve physical literacy (PL) among young Chinese people. Studies on the feasibility, reliability, validity and sensitivity of the CAEPL should be conducted to improve it in the future. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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Review

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13 pages, 338 KiB  
Review
Physical Literacy as A Framework of Assessment and Intervention for Children and Youth with Developmental Coordination Disorder: A Narrative Critical Review of Conventional Practice and Proposal for Future Directions
by Motohide Miyahara
Int. J. Environ. Res. Public Health 2020, 17(12), 4313; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124313 - 17 Jun 2020
Cited by 8 | Viewed by 3260
Abstract
A framework of literacy may have roles to play in the assessment and treatment of children and youth with developmental disorders. This review aims to evaluate the conventional practice of assessment and treatment for children and youth with a developmental disorder in the [...] Read more.
A framework of literacy may have roles to play in the assessment and treatment of children and youth with developmental disorders. This review aims to evaluate the conventional practice of assessment and treatment for children and youth with a developmental disorder in the physical domain, called developmental coordination disorder (DCD), and explore how the framework of physical literacy could contribute to the advancement of the current practice. This study adopts a method of narrative critical review based on a non-systematic search for its broad coverage to provide insights into the trend and future alternative directions. Over recent decades, children and youth with DCD have been typically assessed with standardized norm-referenced tests, before and after task-oriented intervention, for aiding diagnosis and evaluating the treatment effect. However, a recent high-quality systematic review showed limited evidence for the treatment effect assessed by the tests. Here, a framework of physical literacy is proposed to be used as an alternative to the conventional practice by recalibrating treatment goals and modifying the assessment and intervention approaches; criterion-referenced real-life authentic assessment and activities are encouraged with an emphasis on the enjoyment of movement and value of physical activity towards the attainment of physically active and healthy lifestyle goals from a lifespan perspective. The application of the physical literacy framework to the assessment and treatment of DCD needs to be further examined conceptually and empirically, while exploring a potential contribution of the literacy framework to transform the conventional assessment and treatment of children and youth with other developmental disorders. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)

Other

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12 pages, 308 KiB  
Concept Paper
Art Meets Sport: What Can Actor Training Bring to Physical Literacy Programs?
by Lisa M. Barnett, Rea Dennis, Kate Hunter, John Cairney, Richard J. Keegan, Inimfon A. Essiet and Dean A. Dudley
Int. J. Environ. Res. Public Health 2020, 17(12), 4497; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124497 - 23 Jun 2020
Cited by 6 | Viewed by 4015
Abstract
The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in [...] Read more.
The aim of this communication is to highlight synergies and opportunities between the fields of education, sport and health and the performing arts for the promotion of physical literacy. First, physical literacy is introduced and then defined according to the definition used in this communication. Secondly, we highlight the gap in physical literacy interventions, in that they do not address learning based on a holistic comprehensive definition of physical literacy. Then we provide examples of interventions that do borrow from the arts, such as circus arts, and show how these approaches explicitly link to the discipline of arts. This is followed by program examples, which approach motor and language development from discipline-specific perspectives. Then we introduce actor training (within the discipline of arts) in terms of how this approach may be useful to our understanding of physical literacy and how to expand the conception of physical literacy to include affective meaning making, and tolerance for ambiguity and discomfort in not-knowing. Finally, we conclude with the next step for the bridging of disciplines in order to further our journey to understand and improve physical literacy. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
9 pages, 295 KiB  
Perspective
In/Visible Physical Education and the Public Health Agenda of Physical Literacy Development in Hong Kong
by Kim-Wai Raymond Sum, Ming-Hui Li, Siu-Ming Choi, Yan Huang and Rui-Si Ma
Int. J. Environ. Res. Public Health 2020, 17(9), 3304; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17093304 - 09 May 2020
Cited by 12 | Viewed by 3319
Abstract
In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be [...] Read more.
In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture. Full article
(This article belongs to the Special Issue Physical Literacy in Children and Youth)
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