Evaluating School-Based Physical Literacy Programs: A Rural Community Case Study

Thesis Abstract

This study investigates how school-based physical literacy (PL) programs operate within a rural community and how these programs influence children's movement competency, motivation, and lifelong engagement in physical activity. The problem addressed is the persistent rural-urban disparity in PL outcomes, limited access to qualified instructors, and variability in program implementation that may undermine children’s development of foundational movement skills. The aim is to evaluate the effectiveness, equity, and sustainability of PL programs across a representative rural district, with specific objectives to (1) assess students’ motor competence and daily physical activity levels; (2) examine teacher implementation fidelity, resource availability, and perceived barriers; (3) identify relationships between PL exposure, motivational climate, and autonomous motivation toward physical activity; (4) compare outcomes across gender, grade level, and school size; and (5) generate practical recommendations for policy and practice to enhance PL equity and long-term engagement. The study adopts a mixed-methods design underpinned by Social Cognitive Theory and Self-Determination Theory to capture quantitative and qualitative dimensions of program effectiveness and learner motivation. The population comprises all primary schools within the rural district, with a target sample of 24 schools, 48 classes, and approximately 1,200 students aged 9–12 years, selected through stratified random sampling to ensure representation by school size and geographic location. Data collection instruments include (a) the Test of Gross Motor Development–3rd Edition (TGMD-3) for motor competence, (b) accelerometry worn for seven consecutive days to quantify moderate-to-vigorous physical activity, (c) the Physical Literacy Assessment for Youth (PLAN-A) and the Intrinsic Motivation Inventory (IMI) to gauge motivation and perceived competence, (d) an implementation fidelity checklist completed by trained observers during 12 weeks of PL sessions, (e) a teacher survey addressing resource adequacy, training, and perceived barriers, and (f) semi-structured interviews with school leaders, physical education specialists, and parent representatives. Quantitative data will be analyzed using hierarchical linear modeling to examine effects of PL exposure on motor competence and activity levels while accounting for nesting within classes and schools; multiple regression will explore associations between fidelity, motivational climate, and student outcomes; and multivariate analysis of variance (MANOVA) will test for differences by gender, grade, and school size. Qualitative data will be analyzed via thematic analysis following Braun and Clarke (2006), with triangulation across teacher, student, and parent perspectives to interpret mechanisms driving program success or failure. Expected findings include (1) moderate improvements in TGMD-3 scores and accelerometer-derived activity levels among students with high-fidelity PL instruction, (2) positive associations between autonomous motivation (as measured by IMI) and engagement in PL activities, (3) notable gaps in resource provision and professional development that correlate with lower fidelity in smaller or more remote schools, and (4) differential effects by gender and grade, informing targeted enhancements. The study contributes to knowledge by integrating motor development, physical activity behavior, and motivational psychology within a rural PL implementation context, offering a validated mixed-methods model for assessing program effectiveness and fidelity. It also extends the literature on equity in PL provision by identifying structural and process factors that limit universal access in rural settings. The main conclusion is that high-fidelity, teacher-supported PL programs, complemented by ongoing professional development and community engagement, yield meaningful gains in motor competence and sustainable activity engagement for rural children. Recommendations include scaling a fidelity-support framework, investing in rural-appropriate PL resources, establishing collaborative communities of practice for teachers, and aligning PL curricula with local cultural and environmental contexts to sustain long-term outcomes. Future research should explore longitudinal trajectories beyond primary school and evaluate cost-effectiveness of rural PL implementation strategies.