Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review

Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Jerebine, Alethea [verfasserIn] Arundell, Lauren [verfasserIn] Watson-Mackie, Kimberley [verfasserIn] Keegan, Richard [verfasserIn] Jurić, Petra [verfasserIn] Dudley, Dean [verfasserIn] Ridgers, Nicola D. [verfasserIn] Salmon, Jo [verfasserIn] Barnett, Lisa M. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	Child Adolescent Physical education Motor skills

Anmerkung:	© The Author(s) 2024

Übergeordnetes Werk:	Enthalten in: Sports medicine - open - Springer International Publishing, 2015, 10(2024), 1 vom: 27. Sept.
Übergeordnetes Werk:	volume:10 ; year:2024 ; number:1 ; day:27 ; month:09

Links:	Volltext

DOI / URN:	10.1186/s40798-024-00766-w

Katalog-ID:	SPR057505012

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520			\|a Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317.
520			\|a Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity.
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allfields	10.1186/s40798-024-00766-w doi (DE-627)SPR057505012 (SPR)s40798-024-00766-w-e DE-627 ger DE-627 rakwb eng 610 796 VZ Jerebine, Alethea verfasserin (orcid)0000-0002-1396-244X aut Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. Child (dpeaa)DE-He213 Adolescent (dpeaa)DE-He213 Physical education (dpeaa)DE-He213 Motor skills (dpeaa)DE-He213 Arundell, Lauren verfasserin aut Watson-Mackie, Kimberley verfasserin aut Keegan, Richard verfasserin aut Jurić, Petra verfasserin aut Dudley, Dean verfasserin aut Ridgers, Nicola D. verfasserin aut Salmon, Jo verfasserin aut Barnett, Lisa M. verfasserin aut Enthalten in Sports medicine - open Springer International Publishing, 2015 10(2024), 1 vom: 27. Sept. (DE-627)818042605 (DE-600)2809942-4 2198-9761 nnns volume:10 year:2024 number:1 day:27 month:09 https://dx.doi.org/10.1186/s40798-024-00766-w X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA 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_70 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_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 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_4700 AR 10 2024 1 27 09
spelling	10.1186/s40798-024-00766-w doi (DE-627)SPR057505012 (SPR)s40798-024-00766-w-e DE-627 ger DE-627 rakwb eng 610 796 VZ Jerebine, Alethea verfasserin (orcid)0000-0002-1396-244X aut Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. Child (dpeaa)DE-He213 Adolescent (dpeaa)DE-He213 Physical education (dpeaa)DE-He213 Motor skills (dpeaa)DE-He213 Arundell, Lauren verfasserin aut Watson-Mackie, Kimberley verfasserin aut Keegan, Richard verfasserin aut Jurić, Petra verfasserin aut Dudley, Dean verfasserin aut Ridgers, Nicola D. verfasserin aut Salmon, Jo verfasserin aut Barnett, Lisa M. verfasserin aut Enthalten in Sports medicine - open Springer International Publishing, 2015 10(2024), 1 vom: 27. Sept. (DE-627)818042605 (DE-600)2809942-4 2198-9761 nnns volume:10 year:2024 number:1 day:27 month:09 https://dx.doi.org/10.1186/s40798-024-00766-w X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA 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_70 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_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 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_4700 AR 10 2024 1 27 09
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Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. Child (dpeaa)DE-He213 Adolescent (dpeaa)DE-He213 Physical education (dpeaa)DE-He213 Motor skills (dpeaa)DE-He213 Arundell, Lauren verfasserin aut Watson-Mackie, Kimberley verfasserin aut Keegan, Richard verfasserin aut Jurić, Petra verfasserin aut Dudley, Dean verfasserin aut Ridgers, Nicola D. verfasserin aut Salmon, Jo verfasserin aut Barnett, Lisa M. verfasserin aut Enthalten in Sports medicine - open Springer International Publishing, 2015 10(2024), 1 vom: 27. Sept. (DE-627)818042605 (DE-600)2809942-4 2198-9761 nnns volume:10 year:2024 number:1 day:27 month:09 https://dx.doi.org/10.1186/s40798-024-00766-w X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA 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_70 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_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 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_4700 AR 10 2024 1 27 09
allfieldsGer	10.1186/s40798-024-00766-w doi (DE-627)SPR057505012 (SPR)s40798-024-00766-w-e DE-627 ger DE-627 rakwb eng 610 796 VZ Jerebine, Alethea verfasserin (orcid)0000-0002-1396-244X aut Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. Child (dpeaa)DE-He213 Adolescent (dpeaa)DE-He213 Physical education (dpeaa)DE-He213 Motor skills (dpeaa)DE-He213 Arundell, Lauren verfasserin aut Watson-Mackie, Kimberley verfasserin aut Keegan, Richard verfasserin aut Jurić, Petra verfasserin aut Dudley, Dean verfasserin aut Ridgers, Nicola D. verfasserin aut Salmon, Jo verfasserin aut Barnett, Lisa M. verfasserin aut Enthalten in Sports medicine - open Springer International Publishing, 2015 10(2024), 1 vom: 27. Sept. (DE-627)818042605 (DE-600)2809942-4 2198-9761 nnns volume:10 year:2024 number:1 day:27 month:09 https://dx.doi.org/10.1186/s40798-024-00766-w X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA 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_70 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_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 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_4700 AR 10 2024 1 27 09
allfieldsSound	10.1186/s40798-024-00766-w doi (DE-627)SPR057505012 (SPR)s40798-024-00766-w-e DE-627 ger DE-627 rakwb eng 610 796 VZ Jerebine, Alethea verfasserin (orcid)0000-0002-1396-244X aut Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. Child (dpeaa)DE-He213 Adolescent (dpeaa)DE-He213 Physical education (dpeaa)DE-He213 Motor skills (dpeaa)DE-He213 Arundell, Lauren verfasserin aut Watson-Mackie, Kimberley verfasserin aut Keegan, Richard verfasserin aut Jurić, Petra verfasserin aut Dudley, Dean verfasserin aut Ridgers, Nicola D. verfasserin aut Salmon, Jo verfasserin aut Barnett, Lisa M. verfasserin aut Enthalten in Sports medicine - open Springer International Publishing, 2015 10(2024), 1 vom: 27. Sept. (DE-627)818042605 (DE-600)2809942-4 2198-9761 nnns volume:10 year:2024 number:1 day:27 month:09 https://dx.doi.org/10.1186/s40798-024-00766-w X:SPRINGER Resolving-System kostenfrei Volltext SYSFLAG_0 GBV_SPRINGER SSG-OLC-PHA 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_70 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_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 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_4700 AR 10 2024 1 27 09
language	English
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authorswithroles_txt_mv	Jerebine, Alethea @@aut@@ Arundell, Lauren @@aut@@ Watson-Mackie, Kimberley @@aut@@ Keegan, Richard @@aut@@ Jurić, Petra @@aut@@ Dudley, Dean @@aut@@ Ridgers, Nicola D. @@aut@@ Salmon, Jo @@aut@@ Barnett, Lisa M. @@aut@@
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author	Jerebine, Alethea
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title_sort	effects of holistically conceptualised school-based interventions on children’s physical literacy, physical activity, and other outcomes: a systematic review
title_auth	Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review
abstract	Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. © The Author(s) 2024
abstractGer	Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. © The Author(s) 2024
abstract_unstemmed	Background Schools are a key setting for promoting children’s physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children’s physical literacy and any other outcomes, including physical activity (PA). Methods Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children’s physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions Holistic interventions in schools can improve the physical domain of children’s physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration PROSPERO CRD42022351317. Key Points This review examined the effects of holistically conceptualised school-based interventions on (i) children’s physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children’s physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. © The Author(s) 2024
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container_issue	1
title_short	Effects of Holistically Conceptualised School-Based Interventions on Children’s Physical Literacy, Physical Activity, and Other Outcomes: A Systematic Review
url	https://dx.doi.org/10.1186/s40798-024-00766-w
remote_bool	true
author2	Arundell, Lauren Watson-Mackie, Kimberley Keegan, Richard Jurić, Petra Dudley, Dean Ridgers, Nicola D. Salmon, Jo Barnett, Lisa M.
author2Str	Arundell, Lauren Watson-Mackie, Kimberley Keegan, Richard Jurić, Petra Dudley, Dean Ridgers, Nicola D. Salmon, Jo Barnett, Lisa M.
ppnlink	818042605
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.1186/s40798-024-00766-w
up_date	2024-09-28T05:27:00.632Z
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