Knowing and Understanding how to Manage One’s Physical Activity Practice: Contribution of Language, Thinking and Intelligence to Physical Literacy

Agreed upon components of physical literacy are (a) physical competence, (b) knowledge and understanding, (c) motivation and confidence, and (d) lifetime engagement. The purpose of this article is to discuss the development and use of the “knowledge and understanding” PL component in older students and adults with regard to the regulation of their health/fitness- and leisure-related physical-activity-practice (PAP). In a first section the author considers the pedagogical content knowledge (PCK) and the basic language that may be associated with the management of health- and fitness-oriented physical activities, differentiating elements that pertain to declarative, procedural or conditional knowledge. Based on exercise-monitoring procedures (E-MP) (essentially procedural knowledge) and on exercise-management rules (E-MR) (mostly conditional knowledge), the following section focuses on the development of PAP-management understanding and the related intelligence in its analytical, creative and practical dimensions. In a final section, the author explores briefly the matter of awareness and regulation in terms of exercise-management knowledge and understanding. Keywords: exercise-management awareness, exercise-management regulation, FITT formula, physical-activity monitoring

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Physical Education Role in Lithuanian Primary Schoolchildren Physical Literacy Formation

10.22364/htqe.2021.84 ◽

2021 ◽

Author(s):

Monika Širkaitė ◽

◽

Rita Gruodytė-Račienė

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Fitness ◽

Physical Literacy ◽

Physical Competence ◽

Cross Sectional ◽

Primary Schoolchildren ◽

Domain 3 ◽

N 93 ◽

Motivation And Confidence

Lifelong engagement in physical activity (PA) may be increased and secured by achieving a sufficient level of physical literacy (PL) during childhood. The aim of this study is to assess if the level of physical activity (PL Domain 1), fitness (PL Domain 2), motivation and confidence (PL Domain 3), knowledge and understanding (PL Domain 4) of primary schoolchildren is sufficient. In addition, to investigate whether physical literacy of the 3rd grade students differ in relation to Physical Education (PE) being taught by their respective General teacher. For this purpose 9–10 year old students of four different classes of the same cohort (n = 93) of one of the school in second biggest city of Lithuania were recruited. The findings of this cross-sectional pilot study indicates that PA and physical competence for most of participants were of average or higher level, however, majority of them have not yet reached an acceptable level in such PL domains as Motivation & Confidence and Knowledge & Understanding. Significant differences (p < 0.05) comparing by class were found in Knowledge & Understanding, and in physical fitness domains. We may conclude that lower motivation, confidence and knowledge in PE determines lower physical literacy of primary schoolchildren. Furthermore, differences revealed in such PL domains as knowledge and understanding as well as physical fitness with regard to the different class and their respective general teacher may indicate the importance of the educator’s role and implemented PE curriculum for attaining the sufficient level of physical literacy of primary schoolchildren.

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Protocol for a two-cohort randomized cluster clinical trial of a motor skills intervention: The Promoting Activity and Trajectories of Health (PATH) Study

BMJ Open ◽

10.1136/bmjopen-2020-037497 ◽

2020 ◽

Vol 10 (6) ◽

pp. e037497 ◽

Cited By ~ 1

Author(s):

Leah E. Robinson ◽

Lu Wang ◽

Natalie Colabianchi ◽

David F Stodden ◽

Dale Ulrich

Keyword(s):

Physical Activity ◽

Clinical Trial ◽

Motor Skills ◽

Motor Skill ◽

Early Years ◽

Physical Competence ◽

Link Type ◽

Physical Activity Monitoring ◽

Post Test

IntroductionData supports that motor skills are an underlying mechanism that influence physical activity along with perceived motor and physical competence, but the relationship between motor skills and physical activity during the early years is unclear. The goal of this study, Promoting Activity and Trajectories of Health (PATH) for Children, is to examine and compare the immediate (pre-test to post-test) and sustained (3-year follow-up) effect of an intervention on motor performance, physical activity and perceived physical competence to a control condition (ie, standard practice) in preschool-age children.Methods and analysisThe PATH study is a two-cohort, randomised cluster clinical trial. 300 children between the ages of >3.5 to 5 years of age will be randomised to the motor skill intervention (n=153) or control (n=147) condition. Each assessment involves a measure of motor skill performance; product and process, seven consecutive days of physical activity monitoring and perceived physical competence. These measures will be assessed before and after the intervention (pre-test to post-test) and then each academic year across 3 years, grades kindergarten, first grade and second grade (3-year follow-up). To assess the clustered longitudinal effect of the intervention on outcome measures, random-effects models (eg, mixed model regression, growth curve modelling and structural equation modelling) will be used. The PATH study addresses gaps in paediatric exercise science research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Ethics and disseminationEthical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals.Trial registration numberNHLBI ClinicalTrials.gov Identifier, NCT03189862. Registered 17 August 2017, https://clinicaltrials.gov/ct2/show/NCT03189862

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Using Imagery to Improve Sub-Domains of Physical Literacy

Journal of Imagery Research in Sport and Physical Activity ◽

10.1515/jirspa-2018-0008 ◽

2018 ◽

Vol 13 (1) ◽

Cited By ~ 1

Author(s):

Michelle D. Guerrero ◽

Krista Chandler

Keyword(s):

Physical Activity ◽

Physical Practice ◽

Physical Literacy ◽

Physical Competence ◽

Post Intervention ◽

Motor Competence ◽

Imagery Training ◽

Experimental Intervention ◽

Practice Condition ◽

Quasi Experimental

Abstract A 4-week quasi-experimental intervention was conducted to examine the effects of imagery on sub-domains of physical literacy (i.e., motivation, confidence, perceived physical competence, and motor competence). Children (N = 9; Mage = 9.11, SD = 0.60) from two sport programs participated in the study. Those in the imagery + physical practice condition received imagery training sessions coupled with physical practice, while those in the physical practice condition only received physical practice. Frequentist and Bayesian statistics showed no between-condition differences at post-intervention; however, results showed that the imagery + physical practice condition reported greater perceived physical competence and received higher scores on motor competence from pre- to post-intervention. Implications for physical activity stakeholders are discussed.

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Association between Physical Literacy and Physical Activity: A Multilevel Analysis Study among Chinese Undergraduates

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17217874 ◽

2020 ◽

Vol 17 (21) ◽

pp. 7874

Author(s):

Rui-Si Ma ◽

Raymond Kim-Wai Sum ◽

Ming-Hui Li ◽

Yan Huang ◽

Xue-Liang Niu

Keyword(s):

Physical Activity ◽

Linear Regression ◽

Multiple Linear Regression ◽

Economic Status ◽

Physical Literacy ◽

Physical Competence ◽

Grade Point ◽

Significant Difference ◽

The Relationship ◽

Chinese Undergraduates

Aim: To examine the association between the perceived physical literacy (PL) and physical activity (PA) levels among Chinese undergraduates. Methods: Simplified Chinese version of the Perceived Physical Literacy Instrument and the International Physical Activity Questionnaire were used to measure 536 students’ perceived PL and PA levels. Pearson’s product-moment correlation and multiple linear regression were then used to examine the relationship between the perceived PL and PA levels. Additionally, standard regression analysis was conducted to test for the effects at different demographics. Results: The correlation between perceived PL and PA level was low but significant (r = 0.350, p < 0.01). The multiple linear regression equation was significant (F = 25.228, p < 0.01, ΔR2 = 0.120). Metabolic equivalent values were used to predict PA levels of participants, which were −3818.582 + 272.535 (motivation) + 249.848 (confidence and physical competence) + 149.899 (interaction with the environment). The association of factors such as socio-economic status (SES) (p = 0.092) and grade point average (GPA) (r = 0.119, p = 0.022) were examined using Pearson’s product-moment correlation. Gender (p < 0.01) and body mass index (BMI) (p < 0.01) were also explored for their differences. Conclusions: Perceived PL and PA levels were significantly related. The association between PL and GPA was identical. GPA and BMI showed significant difference between each group. The study offers a path to explore the concept of PL and how it can affect the PA of Chinese undergraduates. Furthermore, on the basis of this study, more research could develop practical interventions for Chinese undergraduates to enhance their PL and engagement in a lifetime of PA.

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Prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi

Jurnal Inovasi Pendidikan IPA ◽

10.21831/jipi.v5i2.27089 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Muhammad Asy'ari ◽

Samsun Hidayat ◽

Muhali Muhali

Keyword(s):

Problem Solving ◽

Physics Education ◽

Procedural Knowledge ◽

Education Students ◽

Knowledge Based ◽

Paired Samples ◽

Conditional Knowledge ◽

Basic Physics ◽

Quasi Experimental ◽

Product Effectiveness

This study aims to evaluate the validity and effectiveness of the reflective-integrative basic physics textbook prototype based on problem-solving to improve metacognition knowledge. This research is a quasi-experimental study with one group pretest-posttest design in 25 physics education students of FPMIPA IKIP Mataram. Descriptive and statistical analysis using the n-gain equation and paired samples test was conducted to evaluate the validity and effectiveness of the product. Product validity was assessed by two competent experts using validation sheets and analyzed descriptively, while product effectiveness was measured after learning using essay test instruments that were analyzed descriptively and statistically using paired samples test. The results showed that the reflective-integrative basic physics textbook prototype based on problem-solving was valid (3.38) and reliable (0.97), while declarative knowledge (n-gain = 0.58), procedural knowledge (n-gain = 0.53), and conditional knowledge (n-gain = 0.56) was increased after learning in the medium category. Statistical test results showed that the reflective-integrative basic physics textbook prototype based on problem-solving had a significant effect (p <0.05) on the students' metacognition knowledge. Based on these findings it can be concluded that the reflective-integrative basic physics textbook prototype based on problem-solving was valid and effective to improve students' metacognition knowledge.

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The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

USURJ University of Saskatchewan Undergraduate Research Journal ◽

10.32396/usurj.v7i2.577 ◽

2021 ◽

Vol 7 (2) ◽

Author(s):

Matthew Chapelski

Keyword(s):

Physical Activity ◽

Congenital Heart Disease ◽

Heart Disease ◽

Congenital Heart ◽

Upper Body ◽

Physical Literacy ◽

Physical Competence ◽

Post Intervention ◽

Fundamental Movement Skill ◽

Increased Risk

Preliminary evidence suggests that children with congenital heart disease (CHD) may have low physical literacy (PL). High PL is a determinant of physical activity participation. Therefore, we assessed the effect of a 12-week intervention on the PL of children with CHD. PL was assessed pre- and post-intervention in 14 participants with CHD, aged 9-16 years, using the PLAY tools. The intervention involved six bi-weekly sessions that consisted of a fundamental movement skill practice designed to enhance gross motor function and confidence. PLAYfun assessed physical competence. PLAYself assessed the child’s perception of their PL. PLAYparent was completed by parents to assess their perception of their child’s PL. We found a significant increase in overall physical competence (PLAYfun, p<.001), along with the domains of running (p=.001), locomotor (p=.002), upper body object control (p<.001), and balance (p=.006). No significant changes were found in PLAYself or PLAYparent indicating no changes to their self and parental perceived PL. We demonstrated that a 12-week fundamental movement skill intervention can improve PL in children with CHD. Children with CHD are at an increased risk of sequelae secondary to their reported physical inactivity, PL development may augment physical activity engagement and provide health benefits to this at-risk population.

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Association between Physical Literacy and Self-Perceived Fitness Level in Children and Adolescents

Biology ◽

10.3390/biology10121358 ◽

2021 ◽

Vol 10 (12) ◽

pp. 1358

Author(s):

Raquel Pastor-Cisneros ◽

Jorge Carlos-Vivas ◽

Laura Muñoz-Bermejo ◽

Jose Carmelo Adsuar-Sala ◽

Eugenio Merellano-Navarro ◽

...

Keyword(s):

Physical Fitness ◽

Children And Adolescents ◽

Cross Sectional Study ◽

Influential Factors ◽

Physical Literacy ◽

Physical Competence ◽

Cross Sectional ◽

Single Measure ◽

Fitness Level ◽

Motivation And Confidence

Background: Physical fitness is considered a predictor of mortality and comorbidities resulting from physical inactivity in children and adolescents. Physical literacy provides a robust and comprehensive assessment of physical fitness. Thus, it is considered a crucial element for understanding children and adolescents’ health status and their physical activity-related behaviours. Moreover, the self-perceived fitness should also be considered. Therefore, this study aims to analyse the relationship between physical literacy and self-perceived physical fitness in children and adolescents aged 8–12 years. Methods: A single-measure cross-sectional study was conducted with 135 children and adolescents. Anthropometric measurements and the Canadian Assessment of Physical Literacy Development (CAPL-2) were applied. Descriptive statistics and correlations were calculated. The Fitness Perception Scale for Adolescents (FP VAS A) scale was also administered to assess participants’ self-perceived fitness. Results: Moderate significant correlations were found between “physical competence”, “motivation and confidence”, and the total CAPL-2 score with FP VAS A. Conclusions: The influence of motivation on self-perceived fitness has been demonstrated. Moreover, cardiorespiratory fitness could be considered one of the most relevant and influential factors in the total CAPL-2 score. It means that higher levels of self-perceived fitness would be associated with greater levels of physical literacy.

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