From the Design to the Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis

Carl J, Barratt J, Toepfer C, Wanner P, Cairney J, Pfeifer K (2022)

Publication Type: Conference contribution, Abstract of lecture

Publication year: 2022

Publisher: Griffith University

City/Town: Gold COast

Conference Proceedings Title: Program at a Glance - AIESEP World Congress

Event location: Gold Coast / Online AU

URI: https://www.griffith.edu.au/__data/assets/pdf_file/0024/1559301/AIESEP-WORLD-CONGRESS-2022-Full-Program.pdf

DOI: 10.1007/s40279-022-01738-4

Open Access Link: https://www.griffith.edu.au/__data/assets/pdf_file/0024/1559301/AIESEP-WORLD-CONGRESS-2022-Full-Program.pdf

Abstract

Background: The physical literacy (PL) concept assumes that individuals require cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity. The goal of this review was to examine the design, content, and effectiveness of PL interventions.

Methods: Guided by the PRISMA guidelines, we searched 18 databases for PL interventions (pre-registration: PROSPERO CRD42020188926). Interventions were analyzed with respect to their delivery characteristics, content, and evaluation approach. Moreover, we ran meta-analyses with all controlled interventions to investigate and compare their effect on five PL categories (physical competence; motivation and confidence; knowledge and understanding; physical activity behavior; total PL).

Results: The screening process yielded 48 eligible interventions across 51 articles. The content of these interventions most frequently targeted physical competence (87.2%), followed by knowledge and understanding (59.0%) as well as motivation and confidence (43.6%). The 24 controlled intervention studies exerted significant effects on all outcome categories: physical competence (SMD 0.90), total PL (SMD 0.61), knowledge and understanding (SMD 0.54), PA behavior (SMD 0.39), and motivation and confidence (SMD 0.30).

Discussion: The present study underlines the heterogeneity of PL interventions, yet demonstrates their positive impact on all outcome categories. Implications for physical education are discussed.

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)

Physical Literacy Interventions (Physical Literacy Interventions) April 1, 2020 - Dec. 31, 2022

Involved external institutions

University of Queensland AU Australia (AU) Friedrich-Schiller-Universität Jena DE Germany (DE) Ruprecht-Karls-Universität Heidelberg DE Germany (DE)

How to cite

APA:

Carl, J., Barratt, J., Toepfer, C., Wanner, P., Cairney, J., & Pfeifer, K. (2022, June). From the Design to the Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis. Paper presentation at 60th AIESEP World Congress, Gold Coast / Online, AU.

MLA:

Carl, Johannes, et al. "From the Design to the Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis." Presented at 60th AIESEP World Congress, Gold Coast / Online Gold COast: Griffith University, 2022.

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