Table 4.
Identified interventions classified as using a multi-component approach.
| Author, year: Project | Country | 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 | |||||||||||||||
| Hulteen et al. (2023): Peer Leadership for Physical Literacy (PLPL) | Canada | 227 | – | – | 10 | 2 | 30 | Two phases: (i) development of leadership among Grade 6/7 peer leaders; (ii) Grade 6/7 peer leaders deliver a 10-week movement skills program to the younger Grade 3/4 students. |
Each movement skill session focused on one of six object-control skills (i.e., catching, overhand throwing, underhand throwing, kicking, dribbling, and a two-handed strike with a baseball bat). Each of these skills was taught between three (catch, overarm throw, two-handed strike, dribble) and four times (underarm throw, kick) throughout the 10-week program. | No | No | Yes | RCT | Motivation: Self-determined motivation questionnaire. Perceived competence: questionnaire. Self-concept: Physical Self-Description Questionnaire-Short Version. Motor skills: Test of Gross Motor Development, third edition. |
Multiple linear regression models adjusted for sex, baseline score: Motivation: experimental group p = 0.236, r-squared = 0.228. Perceived competence: experimental group p = 0.181, r-squared = 0.361. Self-concept: experimental group p = 0.153, r-squared = 0.347. Motor skills: maximal throw speed: experimental group p = 0.128, r-squared = 0.770; Throw-catch combination: experimental group p = 0.870, r-squared = 0.263; throw process score: experimental group p = 0.839, r-squared = 0.497. |
| Li et al. (2021) and Li et al. (2022): Stand+Move | Hong Kong | 79 | SSPLAY: 9.7 ± 0.7 PLAY: 9.6 ± 0.6 CG: 9.6 ± 0.6 |
SSPLAY: 62.5 PLAY: 55.6 CG: 60.7 |
13 | 10 (active breaks) | 15 (active breaks) Continuous sit-stand desks |
Children participated in a play activity during recess time followed by several minutes of cool-down. | PLAY: unstructured outdoor interactive games led by PE interns (skipping rope, shuttlecock, kicking, hide-and-seek). SSPLAY: additional height-adjustable sit-stand desks in the classroom. The goal was to use the stand desk for at least 1 h/day. |
No | No | Yes | RCT | PL: Canadian Assessment of Physical Literacy-2 Chinese. | PL subscales: time*group effects favored IG post intervention for subscales Physical competence p = 0.02 and Daily behavior p = 0.004. No significant results at 3-month follow-up. |
| Telford et al. (2020): Physical Education and Physical Literacy (PEPL) | Australia | 303 | IG: 10.41 ± 0.39 CG: 11.14 ± 0.39 |
51 | 33 | Continuous | Continuous | An additional PE lesson each week together with four activity sessions of 15–40 min in the schoolyard. | Classroom teacher professional development; in-class PE assistance; provide PE lesson and activity plans as required; provide lesson plans for physical activity breaks; support, encourage, and motivate classroom teachers to deliver PE lessons; conduct physical activity sessions during school lunch breaks focusing on fundamental movement skills; provide teachers with strategies and activities to increase physical activity during breaks and before and after school; encourage students to join an extracurricular sports club. | No | Yes | Yes | RCT | Motor skills: Test of Gross Motor Development, second edition (TGMD-2). Physical self-perception: Children and Youth – Physical Self-Perception Profile (CY-PSPP). Physical activity enjoyment: Shortened-Physical Activity Enjoyment Scale (S-PACES). |
Multiple linear regression models adjusted for study condition, sex: Motor skills: object control: IG value of p = 0.008; locomotor: IG value of p = 0.471. Physical self-perceptions: sport competence: IG value of p = 0.013; physical condition: IG value of p = 0.466; physical self-worth: IG value of p = 0.551. Physical activity enjoyment: IG value of p = 0.737. |
| Gavigan et al. (2023): Moving Well-Being Well (MWBW) | Ireland | 925 | 7.55 Range: 6–10 |
– | 8 | (i) 2 PE classes; (ii) five active classroom activities; (iii) one home activity sheet. | (i) 30; (ii) 5–10 | Three main components: (i) FMS-based PE classes, (ii) active classroom activities, (iii) home activity sheet. | The content of the three main components focused on just three locomotor (hop, skip, and jump) and three object-control skills (kick, catch, and throw). | No | No | Yes | Qualitative study | No PL evaluation | |
| Driscoll and Linker (2022) | United States | – | – | – | – | – | – | The homework (home fun) should reinforce the skills learned in PE in other subjects or at home with family and friends. | The homework (home fun) should include enjoyable physical activity. The purpose is to reinforce concepts, knowledge, and skills (locomotor skills: hopping, galloping, running, sliding, skipping, leaping, yoga/stretching) learned in PE outside regular PE class (in other subjects, at home with family and friends). | No | Yes | Yes | Project description | No PL evaluation | |
| Secondary school | |||||||||||||||
| Shawley (2016): Creating Healthy Active Minds for Personal Success (CHAMPS) | United States | – | – | – | – | – | – | Two PE semester blocks, each consisting of 4–7 weeks separated into four blocks. One block provides two 49-min lessons, followed by two 72-min lessons. | (i) Students wear a pedometer daily and download steps at the end of each class. Students use this data for goal setting. (ii) Each block offers health and fitness content (health-related fitness knowledge, intensity levels, measuring MVPA, fitness testing, program design, technology and apps, skill-related fitness, circuit training) and motor skills and activities (football or rugby, ultimate frisbee, tennis, choice week, soccer, pickleball, disc golf, weight room and functional fitness, social dance, basketball, weight room fitness plans, volleyball, health lab). Health and fitness content is provided in the first half of the long lessons. | Yes | Yes | Yes | Project description | No PL evaluation | |
| Altieri (2019): Get Ready Program | United States | 6 | – | – | 52 | – | – | – | The Get Ready program engages students in physical activity in the school’s weight room, gym, and dance studio. The program’s elements are designed to help the students with their physical development through physical activities and help them take personal and social responsibility in this physical activity setting. Gradually, the students are empowered to be able to run the program with less and less direction from the Get Ready facilitators. Eventually, the goal is for them to become more and more confident to be able to coach themselves and even other students through these sessions. | No | No | Yes | Qualitative study | No PL evaluation | |
IG: intervention group; Min, minutes; PL, physical literacy; PLS, physical literacy session; SD, standard deviation; wk, week.