TY - JOUR

T1 - Feasibility and acceptability of the Promoting Pupils’ Physical Literacy (3PL) intervention and its effectiveness research design

T2 - A study protocol

AU - Amholt, Thea Toft

AU - Kurtzhals, Mette

AU - Melby, Paulina Sander

AU - Stage, Anna

AU - Issartel, Johann

AU - O’Brien, Wesley

AU - Belton, Sarahjane

AU - Bølling, Mads

AU - Nielsen, Glen

AU - Bentsen, Peter

AU - Elsborg, Peter

N1 - Publisher Copyright: © 2024 Amholt et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

PY - 2024

Y1 - 2024

N2 - Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils’ PL and daily PA as well as parents’ socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for practice, which is important for scale up.

AB - Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils’ PL and daily PA as well as parents’ socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for practice, which is important for scale up.

U2 - 10.1371/journal.pone.0294916

DO - 10.1371/journal.pone.0294916

M3 - Journal article

C2 - 38181014

AN - SCOPUS:85181631031

VL - 19

JO - PLoS ONE

JF - PLoS ONE

SN - 1932-6203

IS - 1

M1 - e0294916

ER -