Investigating the Social Network Structure of Physical Literacy Scholars to Advance a Paradigm for Physical Activity Promotion

Abstract

PurposePhysical literacy has quickly gained global attention as a holistic approach to combat physical inactivity and obesity. However, research silos may limit the growth and application of the physical literacy paradigm for effective physical activity promotion. The purpose of this study was to measure the underlying network structure of scholars publishing on physical literacy (focusing on empirical research) through co-authorship analysis.MethodsData collection resulted in 1,070 documents related to physical literacy retrieved. A total of 198 articles met inclusion criteria and were included in the full network, with authors operationalized as actors in the network. A total of 75 empirical studies were included in the sub-network for critical appraisal and further analysis. Social network analysis was then conducted at the macro- and component-level, using quantification and visualization techniques.ResultsResults revealed a collaborative, yet fragmented physical literacy network with sub-groups representing substantive and geographically diverse scholars. The majority of scholarship lacked empirical evidence, suggesting a research-practice gap.ConclusionRecommendations for advancing physical literacy research and practice include strategic collaborations that transcend geographic and disciplinary boundaries, cooperative efforts across scholars and practitioners, and productive discourse through professional avenues to progress knowledge generation, dispersion, and application.

Obesity contagion among classmates: Children's relation with each other regarding weight status, physical activity, and dietary intake

“…Network interventions use social networks to accelerate behavioral change, which is believed to be more effective than non-network alternatives ( Hene et al, 2022 ; Jancey et al, 2023 ; Polman et al, 2023 ; Valente, 2012 ). As suggested by several obesity treatment and simulation studies, focusing on broader social ties is an effective strategy ( Bahr et al, 2009 ; Daw et al, 2015 ; Leahey et al, 2015 ; Lower-Hoppe et al, 2022 ). This study suggests that school-based obesity intervention studies should test social networking strategies focusing on classmates.…”

Pivot from Pain to Productive: Conversations about Weight Management in Youth with Obesity

“…Physical literacy (PL) incorporates concepts of competence, knowledge, and confidence as the basis for lifelong physical activity, whereas NMS health details a clinical model of impairments commonly associated with childhood obesity (i.e., impaired balance and coordination, gait deviation, limited proficiency in motor skills, etc.) (5,24,25). Figure 1 depicts key components of PL, including affective (motivation and confidence), behavioral (lifetime engagement in physical activity), cognitive (knowledge and understanding), and physical (physical competence) domains.…”

“…, impaired balance and coordination, gait deviation, limited proficiency in motor skills, etc.) (5,24,25). Figure 1 depicts key components of PL, including affective (motivation and confidence), behavioral (lifetime engagement in physical activity), cognitive (knowledge and understanding), and physical (physical competence) domains.…”

“…Embracing a holistic approach to youth with obesity that considers PL and NMS health not only helps to reframe encounters but also clarifies the treatment plan and empowers both patients and sports medicine clinicians (7). As such, refinement of communication styles may provide added support to increase uptake of these modernized paradigms and facilitate more seamless attempts to pivot from discussions about pain to conversations about weight management that consider PL and NMS health (5,7,24) (Figs. 1 and 2 ).…”

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

“…Albeit sharing certain principles and core domains (physical, affective, cognitive), there is no global consensus about the core of PL ( 26 , 30 , 31 ). Instead, the PL field can be characterized through different conceptualizations and, accordingly, different networks “defending” their own understanding of PL ( 30 , 32 ). Nonetheless, the understanding PL is highly embedded into the cultures and traditions of the corresponding countries ( 23 , 33 , 34 ).…”