Experiences, influencing factors, and perceived outcomes from physical literacy interventions: a qualitative...

This study synthesised qualitative findings from physical literacy (PL) interventions, focusing on participants' experiences and perceived outcomes. It also explored the key factors influencing these experiences and outcomes to inform future PL interventions.

A secondary data analysis was conducted using a meta-aggregative approach to review qualitative studies from a previously published systematic review (PROSPERO; registration number: CRD42020188926). Studies were included if they: (i) reported results from a PL intervention, (ii) reported participant perceptions, and (iii) were published in English. Studies that reported only quantitative outcomes were excluded, and mixed-methods studies were eligible only if they contained extractable qualitative findings. The data were extracted, synthesised, and categorised using the Joanna Briggs Institute System for the Unified Management, Assessment, and Review of Information.

Following the ConQual approach, the overall quality, dependability, and credibility of the 12 included studies were scored as high. A total of 336 findings were aggregated into 95 sub-themes (i.e., categories), which were then categorised into 19 themes. As a result, three overarching themes (i.e., synthesised findings) were identified: program outcomes, factors influencing outcomes, and challenges with implementation.

Our synthesis highlights the holistic, context-sensitive nature of successful PL interventions, filling a notable gap in the predominantly quantitative PL literature. Tailoring programs to participant needs, proactively addressing logistical barriers, and continuing to foreground participant perspectives remain crucial for enhancing effectiveness and refining future intervention strategies.