ORCID Profile
0000-0001-7393-0450
Current Organisations
Deakin University
,
Friedrich-Alexander-Universität Erlangen-Nürnberg
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Publisher: Elsevier BV
Date: 2022
Publisher: Frontiers Media SA
Date: 31-05-2023
Publisher: Elsevier BV
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 15-03-2021
Publisher: MDPI AG
Date: 13-09-2019
DOI: 10.3390/JCM8091460
Publisher: Frontiers Media SA
Date: 21-12-2020
Publisher: Frontiers Media SA
Date: 16-04-2021
Publisher: Springer Science and Business Media LLC
Date: 22-06-2020
Publisher: Springer Science and Business Media LLC
Date: 22-08-2022
DOI: 10.1007/S40279-022-01738-4
Abstract: The holistic concept of physical literacy assumes that in iduals require adequate cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity behavior. In recent years, the research field has undergone rapid development and has also yielded an increasing number of interventions that aim to translate the theoretical-philosophical ideas into practical endeavors. The goal of the present pre-registered systematic review was to (a) provide a general overview of evaluation studies on physical literacy interventions and (b) to quantitatively examine the effectiveness of physical literacy interventions. Drawing on the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched a total of 18 databases for physical literacy interventions. Inclusion criteria were English language, publication by November 2021, and interventions using physical literacy as a theoretical underpinning or evaluation outcome. Articles that met these criteria were analyzed with respect to their basic delivery characteristics, study quality, evaluation approach, and main findings. We additionally ran meta-analyses with all non-randomized and randomized controlled trials to examine and compare the effect of these interventions on five outcome categories: (i) physical competence, (ii) motivation and confidence, (iii) knowledge and understanding, (iv) physical activity behavior, and (v) total physical literacy. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated to assess the effects on the different categories. The screening process with two independent raters yielded 48 eligible interventions reported in 51 eligible articles. Quantitative evaluations most frequently addressed physical competence (72.2%), followed by motivation and confidence (47.2%), physical activity behavior (41.7%), and knowledge and understanding (33.3%). The controlled intervention studies ( n = 24) exerted significant effects on all five physical literacy categories. Despite meaningful heterogeneity across the subgroups, the strongest effects were found for physical competence (SMD 0.90 95% CI 0.55–1.25), followed by physical literacy aggregate scores (SMD 0.61 95% CI 0.20–1.01), knowledge and understanding (SMD 0.54 95% CI 0.30–0.79), physical activity behavior (SMD 0.39 95% CI 0.23–0.55), and motivation and confidence (SMD 0.30 95% CI 0.17–0.44). The present study empirically demonstrated the effectiveness of physical literacy interventions on several outcomes relevant for promoting physical activity and health. To better inform current practices, future studies are advised to identify those program characteristics that significantly influence the effectiveness of physical literacy interventions. PROSPERO CRD42020188926.
Publisher: Informa UK Limited
Date: 26-10-2022
Publisher: MDPI AG
Date: 29-08-2019
DOI: 10.3390/JCM8091346
Publisher: Springer Science and Business Media LLC
Date: 23-09-2022
Publisher: Informa UK Limited
Date: 07-07-2020
Publisher: Research Square Platform LLC
Date: 06-05-2020
Publisher: Springer Science and Business Media LLC
Date: 15-04-2022
Publisher: Springer Science and Business Media LLC
Date: 11-03-2023
Publisher: Research Square Platform LLC
Date: 14-01-2020
Publisher: S. Karger AG
Date: 2020
DOI: 10.1159/000507936
Publisher: S. Karger AG
Date: 2018
DOI: 10.1159/000487889
Publisher: Informa UK Limited
Date: 03-06-2023
Publisher: Frontiers Media SA
Date: 21-09-2022
Publisher: MDPI AG
Date: 27-09-2021
Publisher: Human Kinetics
Date: 07-2020
Publisher: SAGE Publications
Date: 2021
Publisher: Research Square Platform LLC
Date: 29-11-2022
Publisher: Oxford University Press (OUP)
Date: 27-02-2020
Publisher: Springer Science and Business Media LLC
Date: 13-08-2022
Publisher: Informa UK Limited
Date: 07-2021
DOI: 10.2147/COPD.S304976
Publisher: Human Kinetics
Date: 12-2019
Publisher: Springer Science and Business Media LLC
Date: 18-02-2023
DOI: 10.1186/S12966-023-01423-3
Abstract: The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.
Publisher: MDPI AG
Date: 28-01-2020
Publisher: Springer Science and Business Media LLC
Date: 06-10-2021
Publisher: Elsevier BV
Date: 10-2023
Location: No location found
No related grants have been discovered for Johannes Carl.