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

Thesis Abstract

In the face of rising sedentary behavior and diminishing physical literacy among school-aged children, this study investigates the design, implementation, and evaluation of a school-based physical literacy intervention program aimed at enhancing movement competence, motivation, and lifelong physical activity engagement. The problem addressed centers on gaps in physical literacy Knowledge, Confidence, and Motivation within primary school contexts, which are linked to reduced participation in physical activity and poorer health outcomes across adolescence. The study aims to (1) develop a theoretically informed physical literacy intervention tailored to middle-school students, (2) implement the program in two urban public schools over a 12-week term, and (3) evaluate its impact on physical literacy domains, student engagement, and teacher capability. Specific objectives include assessing changes in movement competence using the Test of Gross Motor Development-3 (TGMD-3), evaluating perceived motor competence via the Pictorial Scale of Perceived Competence, measuring intrinsic motivation with the Academic Self-Regulation Questionnaire adapted for physical education, and examining teacher fidelity and perceived feasibility through structured observation and surveys. The study is guided by Social Cognitive Theory (Bandura) and Self-Determination Theory (Ryan & Deci), complemented by the Conceptual Framework of Physical Literacy (Cerin, Pang, et al.) to triangulate constructs of physical proficiency, affective motivation, and behavioral intention. A quasi-experimental mixed-methods design is employed. The population comprises all students aged 11–13 years (n ? 520) enrolled in two comparable public middle schools within a metropolitan district. A total sample of 320 students (160 per school) is selected via stratified random sampling by grade and gender, with one school assigned to the intervention and the other to a wait-list control condition. Data collection instruments include TGMD-3 to assess locomotor and ball skills, the Pictorial Scale of Perceived Competence for social-cituated motor efficacy, the Intrinsic Motivation Inventory adapted for PE to gauge motivational processes, an established Physical Activity Enjoyment Scale, teacher fidelity checklists completed during weekly lesson observations, and a post-intervention teacher survey on feasibility and perceived barriers. Data collection occurs at three time points baseline (Week 0), mid-intervention (Week 6), and post-intervention (Week 12). Qualitative data are gathered through focus groups with students (n ? 40) and semi-structured interviews with PE teachers (n ? 6) to contextualize quantitative results and explore implementation experiences. Quantitative analyses involve mixed-model repeated-measures ANOVA to detect within- and between-group effects over time on physical literacy outcomes, with effect sizes reported as partial eta-squared. Multiple regression analyses examine the predictive value of motivational constructs on engagement and literacy outcomes, controlling for baseline performance and demographic variables. Mediation analyses test whether changes in perceived competence and autonomous motivation mediate the relationship between the intervention and physical literacy gains. Qualitative data are analyzed thematically using an inductive approach, with coding reliability established through multiple coders and inter-coder agreement (Cohen’s kappa > 0.80). Triangulation integrates quantitative and qualitative findings to elucidate mechanisms of impact and contextual factors influencing fidelity and sustainability. Expected findings include significant improvements in movement competence (TGMD-3), perceived motor competence, and intrinsic motivation in the intervention group relative to controls, with moderate-to-large effect sizes (?p2 between 0.08 and 0.20). Fidelity analyses are anticipated to show high adherence to the program protocol when delivered by trained PE teachers, with identified facilitators including collaborative planning, adaptive task progression, and supportive school leadership. The study contributes to knowledge by providing robust, theory-driven evidence on how structured physical literacy interventions can translate into measurable gains in movement skills and motivational determinants within real-world school settings, informing scalable models for policy and practice. Recommendations emphasize integrating ongoing teacher professional development, embedding physical literacy within wider school wellness frameworks, and establishing routine fidelity monitoring to ensure sustainability. The conclusion posits that school-based physical literacy programs, grounded in Social Cognitive Theory and Self-Determination Theory and aligned with a comprehensive physical literacy framework, can produce meaningful and lasting improvements in children’s physical activity trajectories when implemented with fidelity and contextual sensitivity.