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Identifying moderators of physical literacy interventions using meta-regression
Johan Y Y Ng1, Ying Fung1, Raymond K W Sum1
1Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong.
Psychology of Sport and Exercise
|April 4, 2025
Summary
Interventions effectively enhance physical literacy components and physical activity engagement. However, effectiveness is lower in educational settings, and long-term impacts require further investigation.
Area of Science:
- Public Health
- Behavioral Science
- Sports Science
Background:
- Physical literacy is crucial for lifelong physical activity engagement.
- Existing interventions aim to improve physical literacy but their effectiveness varies.
- Understanding moderating factors is key to optimizing intervention design.
Purpose of the Study:
- To evaluate the effectiveness of interventions in enhancing physical literacy and physical activity.
- To identify factors that moderate the success of these interventions.
- To synthesize evidence from controlled intervention studies.
Main Methods:
- A random-effects meta-analysis and meta-regression were conducted.
- A comprehensive literature search identified relevant controlled intervention studies.
- Intervention effects on physical literacy components and activity engagement were pooled and analyzed.
Main Results:
- Interventions significantly increased physical competence (g=0.57), knowledge (g=0.55), motivation (g=0.44), and overall physical literacy (g=0.52).
- Physical activity engagement also saw an increase (g=0.14).
- Intervention effectiveness was reduced in school/university settings, and smaller sample sizes showed a positive bias.
Conclusions:
- Current interventions positively impact physical literacy and activity engagement.
- Non-educational settings appear more effective than school-based interventions.
- Further research on long-term effectiveness and standardized intervention reporting is recommended.
