Table 2.

Other identified interventions.

Author, year: project	Country	Implementation	Participants			Intervention characteristics			Structure of intervention	Content of intervention				Study design	Construct: Instrument	Results
			N	Age (mean ± SD) [years]	Female [%]	Length [wk]	Frequency [PLS/wk]	Duration [min/PLS]		Description	Cognitive	Affective	Physical
Primary school
Eveland-Sayers et al. (2022)	United States	During school time	92	–	–	6	1	30	One session: warm-up (6 min), jumping (15 min), throwing (8 min), homework (1 min).	Movement skills focused on locomotor skills (running mechanics, various skips, shuffling, carioca/grapevine, running pace, starts, hurdles, broad jump, hops, bounding, proper landing, and balance) and ballistic skills (throwing). Homework included practicing, physical challenges (e.g., cross-legged sit-to-stand without hands on the ground), bodyweight exercises (e.g., pushups, squats), and stretching.	No	No	Yes	Non-controlled study	Self-efficacy for physical activity: Children’s Self-Perception of Adequacy in and Predilection for Physical Activity (CSAPPA).	Self-efficacy for physical activity: time*group interactions favored children with higher BMI, p = 0.03, η2 = 0.097 (ANCOVA).
Wright et al. (2020): Job Embedded Professional Development (JEPD)	Canada	Professional development/PE	551 Pupils 15 Teachers	IG 7.9 ± 1.7; Range: 4.7–10.8 CG 7.6 ± 1.6; Range: 4.8–11.0 Teachers: Range: 25–44.	Pupils: 45.8; Teachers: 87.0.	10	1	30	–	Games and activities that developed competence in movement skills and built confidence, motivation, and knowledge of physical activity in the children. The activities and skills covered included teaching cues for running, jumping, throwing, and catching, as well as other movements such as galloping, hopping, striking, and dribbling.	Yes	Yes	Yes	Quasi-experimental controlled intervention trial	Physical competence: PLAYbasic	Physical competence: time*group effect IG favored for one item, p < 0.05; pre-post-intervention time effect IG for all five items, p < 0.05 (repeated measure ANOVA).
Mendoza-Muñoz et al. (2022): Active breaks (AB)	Spain	Breaks	57	10.3 ± 0.4 Range: 8–12	50.9	4	7	15	One session: warm-up (2–3 min), games and activities (15 min), cool-down (2–3 min).	Warm-up: meeting-time and mobility exercises. Cooperative and competitive games (catch the flag, rock paper scissors, dodge ball, fox hospital, card games) with meeting-time and mobility exercises of increasing difficulty. Cool-down: relaxation exercises, time for sharing experiences.	No	Yes	Yes	Quasi-experimental controlled intervention trial.	PL: Canadian Assessment of Physical Literacy-2.	PL: pre-post-intervention time effect IG, p < 0.001, (ANOVA, pre intervention 61.19 ± 11.96, post intervention 68.30 ± 10.85); post-intervention IG favored, p < 0.017 (ANOVA, IG 68.30 ± 10.85, CG 60.72 ± 11.90).
*Sum et al. (2018): Physical Education Continuing Professional Development (PE-CPD)	Hong Kong	Professional development	–	–	–	32	1.6	60	PE lessons taught by teachers who participated in the physical education continuing professional development intervention.	Teaching and learning domain (24 h): pedagogical workshop of fundamental movement, Teaching Games for Understanding (TGfU), and sports education; PE homework; using IT in PE. Student development domain (8 h): seminar on understanding students’ diverse needs; workshops and sharing session on planning and organization of student development sports activities. School development domain (6 h): exemplary sharing of home–school collaboration on parent-related school activities; roles of PE and sports as promoting factors of the school culture and school image. Professional relationships and services domain (12 h): workplace learning through action research; institutional learning to facilitate understanding of research findings and best practices.	Yes	No	Yes	Protocol	PL evaluation planned
Secondary school
Pullen et al. (2020)	Wales	Summer school	46	Range: 11–14	56.5	6	1.3	–	–	Strength-and conditioning-based activities for athletic motor skill competencies: to stimulate strength adaptations, resistance was provided using body weight, resistance bands, or medicine balls. Basic resistance training equipment was incorporated into games, challenges, or short periods of teaching to learn techniques. Games and challenges utilized an individualized, constraint-led approach by manipulating task and environmental constraints. Many exercises were integrated into games to make the intervention enjoyable and engaging for the pupils.	No	Yes	Yes	Quasi-experimental controlled intervention trial	Motivation to exercise: behavioral regulation in exercise. Physical self-efficacy: Perceived Physical Ability Scale for Children	Motivation to exercise: pre-post-intervention time effect male IG in one subscale, p < 0.05 (paired and unpaired t-test, Mann–Whitney U-test); Physical self-efficacy: No significant results for IG (paired and unpaired t-test, Mann–Whitney U test).
*Sum et al. (2018): Physical education continuing professional development (PE-CPD)	Hong Kong	Professional development	–	–	–	32	1.6	60	PE lessons taught by teachers who participated in the physical education continuing professional development intervention.	Teaching and learning domain (24 h): pedagogical workshop on fundamental movement, Teaching Games for Understanding (TGfU), and sports education; PE homework; and using IT in PE. Student development domain (8 h): seminar on understanding students’ diverse needs; workshops and sharing session on planning and organization of student development sports activities. School development domain (6 h): exemplary sharing of home–school collaboration on parent-related school activities; roles of PE and sports as promoting factors of the school culture and school image. Professional relationships and services domain (12 h): workplace learning through action research; institutional learning to facilitate understanding of research findings and best practices.	Yes	No	Yes	Protocol	PL evaluation planned

^*Sum et al. (30): This intervention was carried out in primary and secondary schools. Therefore, it is mentioned in both sections. IG, intervention group; Min, minutes; PL, physical literacy; PLS, physical literacy session; SD, standard deviation; wk, week.