Children

Editorial

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5 pages, 195 KiB

Open AccessEditorial

Advancing Physical Literacy Research in Children

by Elizabeth J. Durden-Myers

Children 2024, 11(6), 702; https://doi.org/10.3390/children11060702 - 7 Jun 2024

Viewed by 1091

Abstract

The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily [...] Read more.

The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily physical activity (PA). Physical literacy serves as an attractive concept to help reframe and address physical inactivity and poor health and wellbeing, utilising a different and integrated approach to physical activity, health and wellbeing promotion. The studies presented in this Special Issue respond to previous calls in PL research for further empirical evidence, clarity around PL assessment, the utility of physical literacy with diverse populations including indigenous children and those with disabilities, the application of PL within early years, parental engagement and the role of physical education in the promotion of PL. These studies shed new light on the frontiers of PL research within child and youth populations. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

Research

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12 pages, 318 KiB

Open AccessArticle

Role of Satisfaction with Life, Sex and Body Mass Index in Physical Literacy of Spanish Children

by Javier Urbano-Mairena, María Mendoza-Muñoz, Jorge Carlos-Vivas, Raquel Pastor-Cisneros, Antonio Castillo-Paredes, Miguel Rodal and Laura Muñoz-Bermejo

Children 2024, 11(2), 181; https://doi.org/10.3390/children11020181 - 1 Feb 2024

Cited by 3 | Viewed by 1354

Abstract

Physical activity (PL) is essential to achieve good health, prevent cardiovascular diseases, obesity and overweight, as well as to achieve a better quality of life. Therefore, PL could become the tool to increase the practice of physical activity among young people, thus increasing [...] Read more.

Physical activity (PL) is essential to achieve good health, prevent cardiovascular diseases, obesity and overweight, as well as to achieve a better quality of life. Therefore, PL could become the tool to increase the practice of physical activity among young people, thus increasing life satisfaction (LS) given its positive relationship with physical activity. A single-measure cross-sectional correlational study was carried out, involving 135 children aged 8–12 years from Extremadura. They were administered the SWLS questionnaire and the Canadian assessment of physical literacy (CAPL-2). Significantly higher levels of PL (p = 0.010) were found in normal-weight children compared to overweight and obese children, due to the physical competence domain score (p < 0.001). PL was directly related to SWLS (p < 0.001), but inversely related to BMI (p = 0.018). The daily physical activity behaviour domain was explained by SWLS (p < 0.001) and sex (p < 0.001). Physical competence was described by SWLS (p < 0.001) and BMI (p = 0.045). Finally, the motivation and confidence domain were only significantly associated with SWLS (p < 0.001). It was concluded that boys and girls of normal weight achieved higher levels of PL and LS than those with overweight and obesity, establishing a negative relationship of PL with BMI and positive with LS. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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11 pages, 978 KiB

Open AccessArticle

Evaluation of Physical Literacy in 9- to 11-Year-Old Children: Reliability and Validity of Two Measurement Tools in Three Southeastern European Countries

by Petra Rajkovic Vuletic, Marijana Geets Kesic, Barbara Gilic, Miran Pehar, Edin Uzicanin, Kemal Idrizovic and Damir Sekulic

Children 2023, 10(11), 1722; https://doi.org/10.3390/children10111722 - 24 Oct 2023

Cited by 3 | Viewed by 1375

Abstract

The awareness of the importance of physical literacy (PL) is globally increasing; however, knowledge of the applicability of PL measurement tools in southeastern Europe is limited. The aim of this study was to evaluate the reliability and validity of translated versions of the [...] Read more.

The awareness of the importance of physical literacy (PL) is globally increasing; however, knowledge of the applicability of PL measurement tools in southeastern Europe is limited. The aim of this study was to evaluate the reliability and validity of translated versions of the CAPL-2 and PLAYself questionnaires in 9- to 11-year-old elementary school children from Croatia, Bosnia and Herzegovina, and Montenegro. The participants were 303 children (141 girls; all 9 to 11 years of age) from Croatia (n = 71), Bosnia and Herzegovina (n = 162), and Montenegro (n = 70), enrolled in regular elementary school. The participants were tested throughout a test–retest procedure using two PL evaluation tools, i.e., the Canadian Assessment of Physical Literacy (shorter version, CAPL-2) and the Physical Literacy Assessment of Youth (PLAYself) questionnaires. With an intraclass correlation (ICC) of 0.70–0.80 for specific questionnaire subscales and 0.84 for the total score, PLAYself was found to be reliable. With Kappa values of 0.11–0.23 and a percentage of absolute agreement of less than 62%, CAPL-2 appeared to be less reliable. Factors related to sport participation were significantly positively associated with the PLAYself score, indicating its proper validity. In conclusion, we suggest the usage of the PLAYself questionnaire in further studies examining PL in children of a similar age in the region. Future studies in other age groups and languages are also warranted. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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15 pages, 278 KiB

Open AccessArticle

The Meaning of Physical Literacy for Instructors of Children Experiencing Disability, from an Ecological Systems Perspective

by Kyle Pushkarenko, Janice Causgrove Dunn and Donna Goodwin

Children 2023, 10(7), 1185; https://doi.org/10.3390/children10071185 - 7 Jul 2023

Cited by 2 | Viewed by 1646

Abstract

With the rapid and widespread uptake of physical literacy (PL), there is potential for instructors to devalue participation of children who experience disability. The aim of the investigation was to understand how instructors who facilitate physical activity for children experiencing disability make sense [...] Read more.

With the rapid and widespread uptake of physical literacy (PL), there is potential for instructors to devalue participation of children who experience disability. The aim of the investigation was to understand how instructors who facilitate physical activity for children experiencing disability make sense of PL, and more specifically, how these instructors bring meaning to PL. Using interpretive phenomenological analysis, six instructors engaged in individual, semi-structured interviews. The study rationale was underpinned by the conceptual framework of ecological systems theory, which provided a foundation for the research, guided the structure of the interview guide, and facilitated a reflexive interpretation of the findings. Four themes were generated: Recognizing unique embodiments, The importance of context, Beyond physical competence, and Navigating PL’s dominant discourse. The instructors’ meaning of PL, impacted by relational and environmental influences, reflected the importance of movement skill development, while also embracing diverse embodiment and pedagogical flexibility by giving value to exploratory play, partial participation, family involvement, and willingness to abandon rigid lessons plans. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

21 pages, 995 KiB

Open AccessArticle

Piloting the Virtual PLAYshop Program: A Parent-Focused Physical Literacy Intervention for Early Childhood

by Yeongho Hwang, Madison Boyd, Patti-Jean Naylor, Ryan E. Rhodes, Sam Liu, Ramiah Moldenhauer, Joshua Li, Chris Wright, E. Jean Buckler and Valerie Carson

Children 2023, 10(4), 720; https://doi.org/10.3390/children10040720 - 13 Apr 2023

Cited by 2 | Viewed by 2108

Abstract

The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster [...] Read more.

The PLAYshop program is a parent-focused physical literacy intervention for early childhood. This single-group mixed-methods pilot study aimed to explore the feasibility of virtually delivering and assessing the PLAYshop program. The virtual PLAYshop program included a virtual workshop, resources/basic equipment, and two booster emails (3-week and 6-week follow-up). Data on 34 preschool-aged children (3–5 years) and their parents from Edmonton and Victoria, Canada, were collected via an online questionnaire, virtual assessment session, and interview at single or multiple time points (baseline, post-workshop, 2-month follow-up). Intraclass correlation coefficients (ICCs), paired t-tests, repeated measures ANOVAs, and thematic analyses were conducted. Regarding feasibility, most parents (≥94%) were satisfied/extremely satisfied with the virtual workshop and planned to continue physical literacy activities post-workshop. The virtual assessment protocol for children’s fundamental movement skills (FMS; overhand throw, underhand throw, horizontal jump, hop, one-leg balance) was feasible, with high completion rates (>90%) and reliable scoring (ICC = 0.79–0.99). For positive changes in potential outcomes, a medium effect size was observed for children’s hopping skills (d = 0.54), and large effect sizes were observed for several parental outcomes (partial η² = 0.20–0.54). The findings support the feasibility and potential positive outcomes of the virtual PLAYshop program. A larger randomized controlled efficacy trial is recommended. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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15 pages, 1738 KiB

Open AccessArticle

A Bibliometric Analysis of Physical Literacy Studies in Relation to Health of Children and Adolescents

by Javier Urbano-Mairena, Antonio Castillo-Paredes, Laura Muñoz-Bermejo, Ángel Denche-Zamorano, Jorge Rojo-Ramos, Raquel Pastor-Cisneros and María Mendoza-Muñoz

Children 2023, 10(4), 660; https://doi.org/10.3390/children10040660 - 30 Mar 2023

Cited by 3 | Viewed by 1994

Abstract

Regular physical activity (PA) is an essential component of maintaining good health, thereby improving the physical and psychological well-being of the population. PA performed during childhood and adolescence can have repercussions in adulthood, contributing to the prevention of chronic activities and improving quality [...] Read more.

Regular physical activity (PA) is an essential component of maintaining good health, thereby improving the physical and psychological well-being of the population. PA performed during childhood and adolescence can have repercussions in adulthood, contributing to the prevention of chronic activities and improving quality of life. Given its high relationship with PA, physical literacy could play a crucial role in valuing and participating in a physically active lifestyle, thus addressing low rates of PA participation from an early age. This bibliometric analysis provides a globalized view of physical literacy (PL) and its relationship with health, pathologies, prevention, or intervention among children and adolescents. Publications registered on Web of Science were analyzed using bibliometrics based on data from 141 documents published between 2014 and 2022, while the VOSviewer software v. 1.6.18. was used for the processing and visualization of the data and metadata. The results show an exponential growth in scientific research over the last 8 years, with an accumulation of documents in four journals and a distribution of publications spanning thirty-seven countries and regions. The network of researchers consists of 500 researchers, with the largest number of publications corresponding to 18 co-authors with at least 5 publications. The principal purpose of this research was to identify the most prolific co-authors, most-cited journals and co-authors, and the most relevant keywords. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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13 pages, 506 KiB

Open AccessArticle

A Nature’s Way—Our Way Pilot Project Case Assemblage: (Re)Storying Child/Physical Literacy/Land Relationships for Indigenous Preschool-Aged Children’s Wholistic Wellness

by Kathryn Riley, Amanda Froehlich Chow, Kathleen Wahpepah, Natalie Houser, Mariana Brussoni, Erica Stevenson, Marta C. Erlandson and M. Louise Humbert

Children 2023, 10(3), 497; https://doi.org/10.3390/children10030497 - 2 Mar 2023

Cited by 1 | Viewed by 2297

Abstract

Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the [...] Read more.

Physical literacy (PL) is gaining more attention from educational policy-makers, practitioners, and researchers as a way to improve health and wellness outcomes for children and youth. While the development of PL is important for early years children, there is limited attention in the literature that explores the political, cultural, and social discourses imbued in colonialism that implicate how PL is actualized in Indigenous early childhood education (ECE) contexts. This case assemblage explores how the culturally rooted, interdisciplinary, and community-based PL initiative, Nature’s Way–Our Way (NWOW), negotiated movement with three early childhood educators in the pilot project with an early childhood education centre (ECEC) in Saskatchewan, Canada. Through postqualitative approaches to research, this case assemblage adopts new materialist methodologies to show how the natural order of knowing in movement was disrupted through moments of rupture generating stories of PL to encompass radical relationality with land. As land becomes a vital and lively part of PL storying, it can function as an important protective factor for Indigenous preschool-aged children’s wholistic wellness. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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Other

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15 pages, 504 KiB

Open AccessPerspective

Physical-Literacy-Enriched Physical Education: A Capabilities Perspective

by Elizabeth Durden-Myers and Gillian Bartle

Children 2023, 10(9), 1503; https://doi.org/10.3390/children10091503 - 4 Sep 2023

Cited by 7 | Viewed by 3320

Abstract

(1) Background: Physical literacy is increasing in popularity across the world as a concept central to the promotion of lifelong engagement in physical activity across a multitude of sectors. The education sector has embraced physical literacy as a concept worthy of focus. Physical [...] Read more.

(1) Background: Physical literacy is increasing in popularity across the world as a concept central to the promotion of lifelong engagement in physical activity across a multitude of sectors. The education sector has embraced physical literacy as a concept worthy of focus. Physical literacy literature is bold in its claim that physical literacy should be the foundation of physical education. The objective of this paper was to understand the value of physical literacy as the goal of physical education through the lens of the capability approach; (2) Positioning: This research adopted a post-qualitative sensibility whereby knowledge is decentered, favoring the inseparability of ethics, ontology, and knowledge (ethico-onto-epistemology); (3) Discussion: Throughout the discussion, traditional humanist examples are extended to include post-humanism perspectives to offer a more holistic and ecological appreciation of the relationship between capabilities, physical literacy, and physical education, using the ten capabilities of life, bodily health, bodily integrity, senses, imagination and thought, emotions, practical reason, affiliation, other species, play, and control over one’s environment; (4) Conclusions: The paper concludes with the recommendation that the capabilities approach offers a valuable framework for the continued justification of physical-literacy-enriched physical education, which, when aligned, can help to shape the opportunities provided for children and young people in support of their holistic development and lifelong engagement in physical activity. Full article

(This article belongs to the Special Issue Developing Physical Literacy in Children)

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