Design, implement and evaluate a school-based physical literacy intervention program

Thesis Abstract

The rising prevalence of sedentary behavior and insufficient physical literacy among primary school students necessitates scalable school-based interventions that enhance movement competencies, motivation, and lifelong engagement in physical activity. This study addresses the gap between policy mandates for physical literacy and their practical realization within diverse school contexts by designing, implementing, and evaluating a structured intervention embedded in the regular school timetable. The aim is to determine the effectiveness of a comprehensive school-based physical literacy program on students’ motor competence, knowledge, motivation, and physical activity participation, while exploring teachers’ instructional practices and feasibility across schools. Specific objectives are to (1) develop a theoretically informed physical literacy curriculum aligned with global standards and grounded in the social cognitive theory and Self-Determination Theory; (2) implement a 12-week intervention in five government primary schools with grades 4–6, engaging 600 students (approximately 120 per school) and 20 teachers; (3) assess changes in motor competence using the Test of Gross Motor Development-3 (TGMD-3) and functional movement screen; (4) evaluate cognitive and affective outcomes via a knowledge questionnaire on physical literacy concepts and a validated motivation scale; (5) measure behavioral outcomes through accelerometer-derived moderate-to-vigorous physical activity (MVPA) and school-day physical activity logs; and (6) examine fidelity and contextual factors through teacher interviews and classroom observations to gauge scalability and sustainability. A mixed-methods design will be employed, integrating a quasi-experimental pretest–posttest control design with matched comparison schools (n=5 intervention, n=5 control) and sequential explanatory data collection. Quantitative data will be collected at baseline (week 0) and immediately post-intervention (week 12), with a follow-up at week 24 to examine sustained effects. TGMD-3, the Movement Assessment Battery for Children-2, and a physical literacy knowledge survey will be administered to students, while ActiGraph accelerometers will capture objective activity for 7 consecutive days (school and non-school hours). Teachers will complete a fidelity checklist, and students will self-report motivation and enjoyment using a validated intrinsic motivation inventory. Qualitative data will comprise semi-structured interviews with physical education teachers and focus groups with a purposive sample of students to elucidate experiences, barriers, and enablers of program implementation. Data analysis will involve multilevel linear modeling to account for clustering at the class and school levels, with fixed effects for group, time, and group-by-time interaction. TGMD-3 and MVPA outcomes will be analyzed using repeated-measures ANCOVA, controlling for baseline values and demographic covariates. Thematic analysis will be applied to interview and focus group transcripts, guided by the Consolidated Framework for Implementation Research (CFIR) to interpret fidelity and contextual determinants. Expected findings include statistically significant improvements in motor competence (TGMD-3 scores), physical literacy knowledge, autonomous motivation, intrinsic motivation for physical activity, and school-time MVPA in the intervention group compared with controls, with moderate sustained effects at follow-up. Qualitative insights are anticipated to reveal critical factors influencing fidelity, such as teacher training, resource availability, scheduling compatibility, and school leadership support, as well as perceived student engagement and enjoyment as mediators of change. The study will contribute to knowledge by providing robust evidence on the design and effectiveness of a scalable, theory-driven physical literacy intervention integrated into routine schooling, addressing gaps in empirical data from low-to-middle-income country settings and diverse school environments. Implications for policy include recommendations for curriculum integration, teacher professional development, and resource allocation to optimize physical literacy outcomes. The study is expected to demonstrate that a well-structured, contextually responsive program can produce measurable gains in motor and cognitive domains of physical literacy, ultimately enhancing lifelong physical activity participation. Limitations include potential non-randomization at the school level and variable teacher implementation quality, which will be mitigated through matched controls, fidelity monitoring, and sensitivity analyses. Recommendations for practice emphasize sustained professional development, ongoing coaching, and iterative program refinement based on CFIR-driven feedback to support long-term adoption and scalability across educational systems.