Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Background 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. Methods 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. Results 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). Conclusion 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. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Carl, Johannes [verfasserIn] Barratt, Jaime Arbour-Nicitopoulos, Kelly P. Barnett, Lisa M. Dudley, Dean A. Holler, Peter Keegan, Richard Kwan, Matthew Scurati, Raffaele Sum, Raymond Kim-Wai Wainwright, Nalda Cairney, John

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Physical activity Health Theory Physical Education Study Quality

Anmerkung:	© The Author(s) 2023

Übergeordnetes Werk:	Enthalten in: International journal of behavioral nutrition and physical activity - London : BioMed Central, 2004, 20(2023), 1 vom: 18. Feb.
Übergeordnetes Werk:	volume:20 ; year:2023 ; number:1 ; day:18 ; month:02

Links:	Volltext

DOI / URN:	10.1186/s12966-023-01423-3

Katalog-ID:	SPR049622927

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allfields	10.1186/s12966-023-01423-3 doi (DE-627)SPR049622927 (SPR)s12966-023-01423-3-e DE-627 ger DE-627 rakwb eng Carl, Johannes verfasserin (orcid)0000-0001-7393-0450 aut Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background 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. Methods 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. Results 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). Conclusion 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. Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213 Barratt, Jaime (orcid)0000-0002-6945-6108 aut Arbour-Nicitopoulos, Kelly P. (orcid)0000-0003-1011-3669 aut Barnett, Lisa M. (orcid)0000-0002-9731-625X aut Dudley, Dean A. (orcid)0000-0001-5140-9533 aut Holler, Peter aut Keegan, Richard (orcid)0000-0003-4253-4492 aut Kwan, Matthew (orcid)0000-0002-9757-2771 aut Scurati, Raffaele (orcid)0000-0003-3247-1977 aut Sum, Raymond Kim-Wai (orcid)0000-0002-4051-9945 aut Wainwright, Nalda (orcid)0000-0002-8277-9649 aut Cairney, John (orcid)0000-0003-2856-3967 aut Enthalten in International journal of behavioral nutrition and physical activity London : BioMed Central, 2004 20(2023), 1 vom: 18. Feb. (DE-627)378572342 (DE-600)2134691-4 1479-5868 nnns volume:20 year:2023 number:1 day:18 month:02 https://dx.doi.org/10.1186/s12966-023-01423-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 20 2023 1 18 02
spelling	10.1186/s12966-023-01423-3 doi (DE-627)SPR049622927 (SPR)s12966-023-01423-3-e DE-627 ger DE-627 rakwb eng Carl, Johannes verfasserin (orcid)0000-0001-7393-0450 aut Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background 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. Methods 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. Results 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). Conclusion 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. Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213 Barratt, Jaime (orcid)0000-0002-6945-6108 aut Arbour-Nicitopoulos, Kelly P. (orcid)0000-0003-1011-3669 aut Barnett, Lisa M. (orcid)0000-0002-9731-625X aut Dudley, Dean A. (orcid)0000-0001-5140-9533 aut Holler, Peter aut Keegan, Richard (orcid)0000-0003-4253-4492 aut Kwan, Matthew (orcid)0000-0002-9757-2771 aut Scurati, Raffaele (orcid)0000-0003-3247-1977 aut Sum, Raymond Kim-Wai (orcid)0000-0002-4051-9945 aut Wainwright, Nalda (orcid)0000-0002-8277-9649 aut Cairney, John (orcid)0000-0003-2856-3967 aut Enthalten in International journal of behavioral nutrition and physical activity London : BioMed Central, 2004 20(2023), 1 vom: 18. Feb. (DE-627)378572342 (DE-600)2134691-4 1479-5868 nnns volume:20 year:2023 number:1 day:18 month:02 https://dx.doi.org/10.1186/s12966-023-01423-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 20 2023 1 18 02
allfields_unstemmed	10.1186/s12966-023-01423-3 doi (DE-627)SPR049622927 (SPR)s12966-023-01423-3-e DE-627 ger DE-627 rakwb eng Carl, Johannes verfasserin (orcid)0000-0001-7393-0450 aut Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background 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. Methods 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. Results 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). Conclusion 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. Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213 Barratt, Jaime (orcid)0000-0002-6945-6108 aut Arbour-Nicitopoulos, Kelly P. (orcid)0000-0003-1011-3669 aut Barnett, Lisa M. (orcid)0000-0002-9731-625X aut Dudley, Dean A. (orcid)0000-0001-5140-9533 aut Holler, Peter aut Keegan, Richard (orcid)0000-0003-4253-4492 aut Kwan, Matthew (orcid)0000-0002-9757-2771 aut Scurati, Raffaele (orcid)0000-0003-3247-1977 aut Sum, Raymond Kim-Wai (orcid)0000-0002-4051-9945 aut Wainwright, Nalda (orcid)0000-0002-8277-9649 aut Cairney, John (orcid)0000-0003-2856-3967 aut Enthalten in International journal of behavioral nutrition and physical activity London : BioMed Central, 2004 20(2023), 1 vom: 18. Feb. (DE-627)378572342 (DE-600)2134691-4 1479-5868 nnns volume:20 year:2023 number:1 day:18 month:02 https://dx.doi.org/10.1186/s12966-023-01423-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 20 2023 1 18 02
allfieldsGer	10.1186/s12966-023-01423-3 doi (DE-627)SPR049622927 (SPR)s12966-023-01423-3-e DE-627 ger DE-627 rakwb eng Carl, Johannes verfasserin (orcid)0000-0001-7393-0450 aut Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background 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. Methods 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. Results 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). Conclusion 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. Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213 Barratt, Jaime (orcid)0000-0002-6945-6108 aut Arbour-Nicitopoulos, Kelly P. (orcid)0000-0003-1011-3669 aut Barnett, Lisa M. (orcid)0000-0002-9731-625X aut Dudley, Dean A. (orcid)0000-0001-5140-9533 aut Holler, Peter aut Keegan, Richard (orcid)0000-0003-4253-4492 aut Kwan, Matthew (orcid)0000-0002-9757-2771 aut Scurati, Raffaele (orcid)0000-0003-3247-1977 aut Sum, Raymond Kim-Wai (orcid)0000-0002-4051-9945 aut Wainwright, Nalda (orcid)0000-0002-8277-9649 aut Cairney, John (orcid)0000-0003-2856-3967 aut Enthalten in International journal of behavioral nutrition and physical activity London : BioMed Central, 2004 20(2023), 1 vom: 18. Feb. (DE-627)378572342 (DE-600)2134691-4 1479-5868 nnns volume:20 year:2023 number:1 day:18 month:02 https://dx.doi.org/10.1186/s12966-023-01423-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 20 2023 1 18 02
allfieldsSound	10.1186/s12966-023-01423-3 doi (DE-627)SPR049622927 (SPR)s12966-023-01423-3-e DE-627 ger DE-627 rakwb eng Carl, Johannes verfasserin (orcid)0000-0001-7393-0450 aut Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background 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. Methods 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. Results 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). Conclusion 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. Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213 Barratt, Jaime (orcid)0000-0002-6945-6108 aut Arbour-Nicitopoulos, Kelly P. (orcid)0000-0003-1011-3669 aut Barnett, Lisa M. (orcid)0000-0002-9731-625X aut Dudley, Dean A. (orcid)0000-0001-5140-9533 aut Holler, Peter aut Keegan, Richard (orcid)0000-0003-4253-4492 aut Kwan, Matthew (orcid)0000-0002-9757-2771 aut Scurati, Raffaele (orcid)0000-0003-3247-1977 aut Sum, Raymond Kim-Wai (orcid)0000-0002-4051-9945 aut Wainwright, Nalda (orcid)0000-0002-8277-9649 aut Cairney, John (orcid)0000-0003-2856-3967 aut Enthalten in International journal of behavioral nutrition and physical activity London : BioMed Central, 2004 20(2023), 1 vom: 18. Feb. (DE-627)378572342 (DE-600)2134691-4 1479-5868 nnns volume:20 year:2023 number:1 day:18 month:02 https://dx.doi.org/10.1186/s12966-023-01423-3 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2522 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4598 GBV_ILN_4700 AR 20 2023 1 18 02
language	English
source	Enthalten in International journal of behavioral nutrition and physical activity 20(2023), 1 vom: 18. Feb. volume:20 year:2023 number:1 day:18 month:02
sourceStr	Enthalten in International journal of behavioral nutrition and physical activity 20(2023), 1 vom: 18. Feb. volume:20 year:2023 number:1 day:18 month:02
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Physical activity Health Theory Physical Education Study Quality
isfreeaccess_bool	true
container_title	International journal of behavioral nutrition and physical activity
authorswithroles_txt_mv	Carl, Johannes @@aut@@ Barratt, Jaime @@aut@@ Arbour-Nicitopoulos, Kelly P. @@aut@@ Barnett, Lisa M. @@aut@@ Dudley, Dean A. @@aut@@ Holler, Peter @@aut@@ Keegan, Richard @@aut@@ Kwan, Matthew @@aut@@ Scurati, Raffaele @@aut@@ Sum, Raymond Kim-Wai @@aut@@ Wainwright, Nalda @@aut@@ Cairney, John @@aut@@
publishDateDaySort_date	2023-02-18T00:00:00Z
hierarchy_top_id	378572342
id	SPR049622927
language_de	englisch
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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. Methods 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. Results 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). Conclusion The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. 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author	Carl, Johannes
spellingShingle	Carl, Johannes misc Physical activity misc Health misc Theory misc Physical Education misc Study Quality Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)
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topic_title	Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT) Physical activity (dpeaa)DE-He213 Health (dpeaa)DE-He213 Theory (dpeaa)DE-He213 Physical Education (dpeaa)DE-He213 Study Quality (dpeaa)DE-He213
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title	Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)
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title_full	Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)
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author_browse	Carl, Johannes Barratt, Jaime Arbour-Nicitopoulos, Kelly P. Barnett, Lisa M. Dudley, Dean A. Holler, Peter Keegan, Richard Kwan, Matthew Scurati, Raffaele Sum, Raymond Kim-Wai Wainwright, Nalda Cairney, John
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title_sort	development, explanation, and presentation of the physical literacy interventions reporting template (plirt)
title_auth	Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)
abstract	Background 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. Methods 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. Results 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). Conclusion 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. © The Author(s) 2023
abstractGer	Background 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. Methods 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. Results 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). Conclusion 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. © The Author(s) 2023
abstract_unstemmed	Background 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. Methods 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. Results 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). Conclusion 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. © The Author(s) 2023
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title_short	Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)
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author2	Barratt, Jaime Arbour-Nicitopoulos, Kelly P. Barnett, Lisa M. Dudley, Dean A. Holler, Peter Keegan, Richard Kwan, Matthew Scurati, Raffaele Sum, Raymond Kim-Wai Wainwright, Nalda Cairney, John
author2Str	Barratt, Jaime Arbour-Nicitopoulos, Kelly P. Barnett, Lisa M. Dudley, Dean A. Holler, Peter Keegan, Richard Kwan, Matthew Scurati, Raffaele Sum, Raymond Kim-Wai Wainwright, Nalda Cairney, John
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"><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_224</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2003</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2005</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2009</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2011</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2055</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2111</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2522</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4598</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">20</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield><subfield code="b">18</subfield><subfield code="c">02</subfield></datafield></record></collection>
score	7.402231

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Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

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