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.

Validity, Reliability, and Feasibility of Physical Literacy Assessments Designed for School Children: A Systematic Review

“…For example, an earlier paper conducted a conceptual critique of three Canadian physical literacy assessment instruments for school-aged children in terms of how well they related to Whitehead’s conception of physical literacy [ 53 ]. Reporting the theoretical standpoint and definition of physical literacy has also been recommended for the reporting of physical literacy interventions [ 69 ]. Even though our focus for this review was school-aged children, physical literacy is a lifespan concept and documenting the validity and reliability of instruments to assess physical literacy in the early years of children and adults are also worthy future endeavors.…”

Unveiling the relationship of physical literacy with muscular fitness and muscle-strengthening activities in adolescents: the EHDLA study

“…Additionally, it has been observed that perceived competence acts as a mediator in the relationship between motor competence and physical activity among adolescents 44 45. Thus, the development of PL allows for engagement in lifelong physical activity through improvements in motor skills and cognitive–emotional competencies,46 integrating MF as a construct of ‘motor skills’ found in the definition and assessment of PL 47 48…”

Development and evaluation of a school-based physical literacy intervention for children in Germany: protocol of the PLACE study

“…In summary, the research design with two pilot cycles ( 51 ) accounts for potential pitfalls (e.g., revision of PL content) toward a sound examination of the effectiveness of the PL intervention. The final reporting of study will adhere to the recent physical literacy interventions reporting template suggesting a total of 14 items ( 58 ). The ethics committee of the University of Oldenburg, Germany, has approved the conduction of the study (sign Drs.EK/2022/057).…”