JTPE Special Issue Physical Literacy: Evidence and Intervention Special Issue Editors: Dean Dudley, John Cairney, and Jackie Goodway EDITOR’s NOTE Special Issue on Physical Literacy: Evidence and Intervention Dean Dudley John Cairney Jackie Goodway 1 04 2019 38 2 77 78 10.1123/jtpe.2019
Yoonkyung Song, Hyuk In Yang, Eun-Young Lee, Mi-Seong Yu, Min Jae Kang, Hyun Joo Kang, Wook Song, YeonSoo Kim, Hyon Park, Han Joo Lee, Sang-hoon Suh, John C. Spence and Justin Y. Jeon
South Korea’s 2016 Report Card on Physical Activity for Children and Youth is the first assessment of physical activity according to the indicators set by Active Healthy Kids Global Alliance.
National surveys were used as preferred sources of data. This was then supported by peer-reviewed papers and government reports identified by a systematic search of the literature written in English or Korean. A Research Working Group then graded indicators based on the collected evidence.
Each indicator was graded as follows: Overall Physical Activity, D-; Organized Sport and Physical Activity Participation, C-; Active Transport, C+; Sedentary Behavior, F; School, D; Government and Investment, C; Active Play, Physical Literacy, Family and Peers, and Community and Built Environment were graded INC (incomplete) due to lack of available evidence.
Though the final grades of key indicators for South Korean children and youth are not satisfactory, increasing interests and investments have been demonstrated at a national level. More evidence is required for comprehensive assessment on all indicators to better inform policy and practice. This should be accompanied by the use of consistent criteria to contribute to global efforts for active healthy kids.
Jo Inchley, Jo Kirby and Candace Currie
The purpose of this study was to examine adolescents’ physical self-perceptions and their associations with physical activity using a longitudinal perspective. Utilizing data from the Physical Activity in Scottish Schoolchildren (PASS) study, changes in exercise self-efficacy, perceived competence, global self-esteem and physical self-worth were assessed among a sample of 641 Scottish adolescents from age 11–15 years. Girls reported lower levels of perceived competence, self-esteem and physical self-worth than boys at each age. Furthermore, girls’ physical self-perceptions decreased markedly over time. Among boys, only perceived competence decreased, while global self-esteem increased. Baseline physical activity was a significant predictor of later activity levels for both genders. Findings demonstrate the importance of physical self-perceptions in relation to physical activity behavior among adolescents. Among older boys, high perceived competence increased the odds of being active by 3.8 times. Among older girls, high exercise self-efficacy increased the odds of being active by 5.2 times. There is a need for early interventions which promote increased physical literacy and confidence, particularly among girls.
Joel D. Barnes, Christine Cameron, Valerie Carson, Jean-Philippe Chaput, Guy E.J. Faulkner, Katherine Janson, Ian Janssen, Roger Kramers, Allana G. LeBlanc, John C. Spence and Mark S. Tremblay
The ParticipACTION Report Card on Physical Activity for Children and Youth is the most comprehensive assessment of child and youth physical activity in Canada and provides an update or “state of the nation” that assesses how Canada is doing at promoting and facilitating physical activity opportunities for children and youth. The purpose of this paper is to summarize the results of the 2016 ParticipACTION Report Card.
Twelve physical activity indicators were graded by a committee of experts using a process that was informed by the best available evidence. Sources included national surveys, peer-reviewed literature, and gray literature such as government and nongovernment reports and online content.
Grades were assigned to Daily Behaviors (Overall Physical Activity: D-; Organized Sport and Physical Activity Participation: B; Active Play: D+; Active Transportation: D; Physical Literacy: D+; Sleep: B; Sedentary Behaviors: F), Settings and Sources of Influence (Family and Peers: C+; School: B; Community and Environment: A-), and Strategies and Investments (Government: B-; Nongovernment: A-).
Similar to previous years of the Report Card, Canada generally received good grades for indicators relating to investment, infrastructure, strategies, policies, and programming, and poor grades for behavioral indicators (eg, Overall Physical Activity, Sedentary Behaviors).
Richard Tyler, Marianne Mannello, Rebecca Mattingley, Chris Roberts, Robert Sage, Suzan R Taylor, Malcolm Ward, Simon Williams and Gareth Stratton
This is the second Active Healthy Kids Wales Report Card. The 2016 version consolidates and translates research related to physical activity (PA) among children and youth in Wales, and aims to raise the awareness of children’s engagement in PA and sedentary behaviors.
Ten PA indicators were graded using the Active Healthy Kids—Canada Report Card methodology involving a synthesis and expert consensus of the best available evidence.
Grades were assigned as follows: Overall PA, D+; Organized Sport Participation, C; Active and Outdoor Play, C; Active Transportation, C; Sedentary Behaviors, D-; Physical Literacy, INC; Family and Peer Influences, D+; School, B; Community and the Built Environment, C; and National Government Policy, Strategies, and Investments, B-.
Despite the existence of sound policies, programs, and infrastructure, PA levels of children and youth in Wales are one of the lowest and sedentary behavior one of the highest globally. From the 2014 Report Card, the Family and Peer Influences grade improved from D to D+, whereas Community and the Built Environment dropped from B to C. These results indicate that a concerted effort is required to increase PA and decrease sedentary time in children and young people in Wales.
ZáNean McClain, E. Andrew Pitchford and Jill Pawlowski
, 33 (3), 874–889. doi: 10.1519/JSC.0000000000002381 Comparison of Motivation Among Adolescents With Visual Impairments While there have been differences in the operational definition of physical literacy across studies, many have identified motivation as an important component in the development of
Lowri C. Edwards, Richard Tyler, Dylan Blain, Anna Bryant, Neil Canham, Lauren Carter-Davies, Cain Clark, Tim Evans, Ceri Greenall, Julie Hobday, Anwen Jones, Marianne Mannello, Emily Marchant, Maggie Miller, Graham Moore, Kelly Morgan, Sarah Nicholls, Chris Roberts, Michael Sheldrick, Karen Thompson, Nalda Wainwright, Malcolm Ward, Simon Williams and Gareth Stratton
Wales, an additional indicator was included: Physical Literacy. The indicators were evaluated using a standardized grading scheme ranging from A+ (94–100% of children met the criteria), to F (0–19% meet the criteria) or Inconclusive (Inc; indicated that data was inadequate or not available). Data from
Joel D. Barnes, Christine Cameron, Valerie Carson, Jean-Philippe Chaput, Rachel C. Colley, Guy E.J. Faulkner, Ian Janssen, Roger Kramers, Travis J. Saunders, John C. Spence, Patricia Tucker, Leigh M. Vanderloo and Mark S. Tremblay
Physical Activity, Organized Sport and Physical Activity Participation, Active Play, Active Transportation, Sedentary Behaviors, Physical Fitness, Family and Peers, School, Community and Environment, Government). Additional indicators included Physical Education, Physical Literacy, Sleep, and 24-Hour
DIGEST VOLUME 5, ISSUE #1
Sergio Lara-Bercial, A.J. Rankin-Wright, Jason Tee, Fieke Rongen, Tom Mitchell, Mike Ashford, David Piggott and Kevin Till
shape educational programming and educate coaches on a range of strategies that can be used to prevent burnout within their athletes. Evaluating Approaches to Physical Literacy Through the Lens of Positive Youth Development Allan, V., Turnidge, J., & Cote, J. (2017). Quest, 69 , 515–530. doi: 10
198 206 206 10.1123/jpah.2015-0046 State Legislation Related to Increasing Physical Activity: 2006–2012 Amy A. Eyler * Elizabeth Budd * Gabriela J. Camberos * Yan Yan * Ross C. Brownson * 2 2016 13 13 2 2 207 207 213 213 10.1123/jpah.2015-0010 The Canadian Assessment of Physical Literacy