Design, implementation and evaluation of a school-based physical literacy program for diverse learners

Thesis Abstract

The study addresses the persistent inequities in physical literacy development among diverse learners in primary and middle school settings, where gaps in motor competence, confidence, and enjoyment limit lifelong participation in physical activity. It investigates how a school-based physical literacy program can be designed, implemented, and evaluated to meet the needs of students with varying abilities, cultural backgrounds, and socioeconomic statuses, aligning with inclusive education imperatives and national physical education standards. The aim is to develop an evidence-based program that enhances motor proficiency, cognitive understanding of health-related fitness, and affective outcomes such as motivation and self-efficacy, while ensuring feasible integration into existing curricula. Specific objectives are to (1) identify contextual factors influencing physical literacy development in diverse learner populations, (2) design a modular, culturally responsive curriculum embedded within standard PE lessons, (3) implement the program across two urban primary schools and two rural feeder schools over a 12-week term, and (4) evaluate effects on motor competence, knowledge of health-related fitness, and intrinsic motivation, as well as teacher feasibility and student and parent satisfaction. The study employs a mixed-methods design, integrating a quasi-experimental framework with a concurrent qualitative component. The population comprises students aged 9–12 years enrolled in four public schools, with a target sample of 480 students (240 intervention, 240 control) and a minimum teacher sample of 12 physical education specialists. A stratified random sampling approach ensures proportional representation of gender, disability status, and cultural/linguistic diversity. Quantitative data are collected using the Test of Gross Motor Development-3 (TGMD-3) for motor competence, the Knowledge of Health-Related Fitness (KHRF) scale, and the Intrinsic Motivation in Physical Education (IMPE) inventory, administered at baseline, mid-intervention (6 weeks), and post-intervention (12 weeks). Teacher feasibility is assessed via a structured implementation fidelity checklist, and parental and student satisfaction via standardized surveys. Qualitative data are gathered through semi-structured interviews with teachers, focus groups with students, and brief interviews with parents, analyzed using thematic analysis to triangulate quantitative results and illuminate contextual facilitators and barriers. Instrument validity is addressed through pilot testing, content validity indices with expert panels, and reliability analyses (Cronbach’s alpha > .80 for scales). Data analysis encompasses ANCOVA to compare post-test outcomes controlling for baseline scores, multilevel modeling to account for clustering at the class and school levels, and regression analyses to explore predictors of motor and affective outcomes. Thematic analysis follows Braun and Clarke procedures to identify patterns related to program acceptability, inclusivity, and perceived impact. Key expected findings include statistically significant improvements in TGMD-3 scores and KHRF knowledge within the intervention group relative to controls, with effect sizes in the small-to-moderate range (d = 0.25–0.50). IMPE scores are anticipated to rise, indicating enhanced intrinsic motivation toward physical activity. Qualitative findings are expected to reveal that culturally responsive activity choices, adaptive equipment, and teacher professional development underpin successful implementation, while systemic constraints such as time pressures and resource limitations moderate effectiveness. The study contributes to knowledge by providing a rigorous, contextually adaptive model for scaling physical literacy interventions in diverse school settings, offering empirical evidence on the interplay between inclusive curriculum design, teacher capacity-building, and student outcomes. It advances the theoretical understanding of physical literacy development through the integration of social-cognitive and ecological perspectives, drawing on Self-Determination Theory to interpret motivation changes and the Dynamic Systems Theory lens to explain motor skill acquisition across heterogeneous groups. The implications for policy and practice include a replicable blueprint for inclusive physical literacy programming, guidelines for professional development of physical education staff, and a framework for ongoing monitoring of equity-relevant outcomes in schools. Recommendations emphasize sustained investment in adaptive equipment, professional learning communities among PE teachers, and partnerships with families to reinforce positive attitudes toward physical activity beyond the school environment. The study concludes that a well-designed, inclusive school-based physical literacy program can effectively enhance motor proficiency, health knowledge, and motivation among diverse learners, provided that implementation is faithful to fidelity standards, culturally responsive, and supported by robust leadership and resources.