Design and content of physical literacy interventions: A systematic review
Carl J, Barratt J, Töpfer C, Cairney J, Pfeifer K (2021)
Publication Language: English
Publication Type: Conference contribution, Conference Contribution
Publication year: 2021
Event location: online
Abstract
Background: UNESCO (2015) and World Health Organization (2018) consider physical literacy (PL) a crucial aspect of quality physical education and promotion of lifelong physical activity. However, the translation of the complex philosophical foundations of PL into practical interventions remains a significant challenge. Therefore, it is important to more deeply analyze the characteristics of published intervention studies on PL. More specifically, the goal of the present study was to analyze (a) to which degree intervention studies recognize the holistic nature of PL, (b) how these target the different PL domains, and (c) to which extent intervention content is linked to PL theory.
Methods: In June 2021, we performed a literature search (PROSPERO registration: CRD42020188926) in a total of 18 databases (e.g., Scopus, PubMed, PsycINFO). Two independent raters evaluated 4,695 articles in three successive screening stages (title, abstract, full-text). Eligible studies included those that were either based on or inspired by PL theory; published in academic journals or book sections; and written in English. Synthetic article formats, theses, conference abstracts, and naturalistic interventions were excluded. To examine the link between intervention content and PL theory, we utilized 9/19 Items from the Theory Coding Scheme for behavior change techniques (Michie & Prestwich, 2010).
Results: A total of N=46 PL interventions met eligibility criteria and were included in the final analysis. We found that the research field has expanded exponentially in recent years with special emphasis placed on children as a target group and schools as settings. While 77.39% of the studies adopted a holistic understanding of PL, only 17 studies (38.6%) targeted all three PL domains. Taken together, physical competence was more frequently (84.1%) addressed than motivation and confidence (47.7%) as well as knowledge and understanding (59.1%). Only seven studies made explicit links between the PL domains and intervention techniques (15.9%). Accordingly, the majority of interventions were only inspired by (75.0%) rather than based on theory (25.0%). The requested intertwining of PL domains within intervention techniques should be considered more thoroughly (43.2%). Lastly, PL studies can profit from a better quality in reporting intervention content.
Conclusion: In summary, PL interventions may better harmonize with PL theory and conception if they cultivated a tight interlocking with the three core domains. Therefore, we conclude by suggesting a model that considers the role of the PL domains at all stages of the intervention process.Authors with CRIS profile
Johannes Carl
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit
Klaus Pfeifer
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit
Related research project(s)
Involved external institutions
Australia (AU)
Germany (DE)How to cite
APA:
Carl, J., Barratt, J., Töpfer, C., Cairney, J., & Pfeifer, K. (2021). Design and content of physical literacy interventions: A systematic review. In Proceedings of the The International Physical Literacy Association E-Conference 2021. online.
MLA:
Carl, Johannes, et al. "Design and content of physical literacy interventions: A systematic review." Proceedings of the The International Physical Literacy Association E-Conference 2021, online 2021.
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