Case study of school-based physical literacy program implementation in Singapore

Thesis Abstract

This study investigates the implementation of a school-based physical literacy program in Singapore, addressing the gap between national policy commitments to holistic physical development and classroom-level execution in diverse primary and secondary settings. The central problem concerns how physical literacy—encompassing motivation, confidence, physical competence, knowledge, and understanding—translates into sustained student engagement and skill acquisition within the Singaporean educational context, where dense curricula and high academic demands may constrain physical education (PE) time and quality. The aim is to evaluate the processes, outcomes, and contextual factors influencing the uptake of a structured physical literacy framework across multiple schools, with a view to informing scalable, equity-oriented practice. Specific objectives are (1) to characterize how school leaders, PE teachers, and coaches interpret and operationalize physical literacy within implemented curricula; (2) to assess changes in student physical competence, motivation, and attitudes over a 12-month cycle using standardized measures; (3) to examine the relationship between teacher professional development, resource availability, and program fidelity; (4) to identify barriers and enablers at policy, school, and classroom levels; and (5) to generate a realist-informed theory of change that explains differential outcomes across school typologies. A mixed-methods research design will be employed, combining longitudinal quantitative and qualitative strands. The population comprises 60 public and independent schools across Singapore with ongoing physical literacy initiatives. A stratified random sample of 20 schools will be selected, with 40 PE teachers and 1,200 students (60 per school) participating. Quantitative data will be collected through validated instruments including the Physical Literacy Assessment for Youth (PLAY)—Singapore version, the Intrinsic Motivation Inventory (IMI) for PE, and the Physical Activity Enjoyment Scale (PACES), administered at baseline, midline (6 months), and endline (12 months). Classroom observations using a structured fidelity checklist will occur quarterly to evaluate program delivery against the physical literacy framework. Teacher professional development participation, resource adequacy, and school-level policy support will be captured via surveys and administrative records. Qualitative data will be gathered through semi-structured interviews with 60 teachers and 20 school leaders, 20 focus groups with students, and 6 case-study school sites to elaborate on implementation dynamics. Data analysis will integrate quantitative and qualitative strands. Quantitative analyses will include repeated-measures ANOVA to detect changes over time in physical literacy and motivational constructs, multilevel modeling to account for nested data structure (students within classes within schools), and multiple regression to identify predictors of program fidelity and outcomes. Qualitative data will be analyzed using thematic analysis, with coding guided by the socio-ecological framework and the capability approach, and a realist synthesis will inform the development of a theory of change. The study will also employ a triangulation protocol to converge findings across methods and sites. Validity and reliability will be enhanced through pilot testing of instruments, inter-rater reliability checks for observations (Cohen’s kappa), and member checking for interview transcripts. Expected findings include positive, time-graded improvements in student physical competence and intrinsic motivation in schools with higher fidelity, augmented by sustained professional development and adequate resources. Variation is anticipated across school types, with independent and dual-track schools showing greater gains than resource-constrained settings, unless targeted supports are provided. The study is likely to reveal contextual moderators such as timetable flexibility, administrative buy-in, and parental engagement as critical to program success. The contribution to knowledge lies in providing robust, context-specific evidence on how physical literacy frameworks can be operationalized in a highly structured, high-stakes educational system, elucidating mechanisms that drive successful implementation and identifying scalable strategies to reduce inequities in access to quality PE. Practical implications include a set of policy and practice recommendations for Singaporean education authorities and school leaders, such as a scalable professional learning model for PE teachers, a resource allocation framework aligned with school size and capability, and a phased implementation plan that aligns physical literacy milestones with general academic scheduling. The study concludes that a well-supported, fidelity-conscious, context-responsive physical literacy program can enhance student engagement and competence, with broader benefits for lifelong health, while highlighting the necessity of ongoing monitoring and adaptive management to sustain improvements beyond initial rollout.