Volume 42 Issue 11
Nov.  2021
Turn off MathJax
Article Contents
LI Hongjuan, ZHANG Yimin, WANG Ronghui, GUI Chunyan, ZHANG Zhaohua, ZHANG Liu, ZHOU Cailiang, ZHANG Liuwei. Research of the core items of Physical Literacy Guidelines for Children and Adolescents[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(11): 1698-1702. doi: 10.16835/j.cnki.1000-9817.2021.11.022
Citation: LI Hongjuan, ZHANG Yimin, WANG Ronghui, GUI Chunyan, ZHANG Zhaohua, ZHANG Liu, ZHOU Cailiang, ZHANG Liuwei. Research of the core items of Physical Literacy Guidelines for Children and Adolescents[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(11): 1698-1702. doi: 10.16835/j.cnki.1000-9817.2021.11.022

Research of the core items of Physical Literacy Guidelines for Children and Adolescents

doi: 10.16835/j.cnki.1000-9817.2021.11.022
  • Received Date: 2021-01-22
  • Rev Recd Date: 2021-03-20
  • Available Online: 2021-12-01
  • Publish Date: 2021-11-25
  •   Objective  Physical literacy is the breakthrough point and fundamental goal to achieve the integration of sports and education, sports and public health and expand the function of physical education. Studying the children and adolescents' physical literacy is a common responsibility for children and adolescents' health, sports and health education workers. This article was based on the latest research evidence and expert opinions in China, aiming to develop the core items of physical literacy guidelines for Chinese children and adolescents.  Methods  This article systematically combed the dimensions and index system of children and adolescents' physical literacy through systematic literature review. After five rounds of Delphi methods, the core items were extracted.  Results  The core items included four interrelated dimensions of body, emotion, behavior, and cognition, which were specifically composed of four components: physical ability, emotional experience, physical activity-related behaviors, and knowledge understanding and application ability.  Conclusion  Children and adolescents are the key periods, sensitive periods, and window periods to cultivate physical literacy. The core items can provide framework recommendations for further refining guidelines. More empirical studies should be carried out in the future, in order to accumulate enough evidences and further to improve Physical Literacy guidelines, better to guide physical literacy promotion.
  • loading
  • [1]
    DONNELLY J E, HILLMAN C H, CASTELLI D, et al. Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review[J]. Med Sci Sports Exerc, 2016, 48(6): 1197-1222. doi: 10.1249/MSS.0000000000000901
    [2]
    CHIEFFI S, MESSINA G, VILLANO I, et al. Neuroprotective effects of physical activity: evidence from human and animal studies[J]. Front Neurol, 2017, 8: 188. doi: 10.3389/fneur.2017.00188
    [3]
    PELLICER-CHENOLL M, GARCIA-MASSó X, MORALES J, et al. Physical activity, physical fitness and academic achievement in adolescents: a self-organizing maps approach[J]. Health Educ Res, 2015, 30(3): 436-448. doi: 10.1093/her/cyv016
    [4]
    李红娟. 重视儿童青少年体力活动促进[J]. 中国学校卫生, 2017, 38(7): 961-963. doi: 10.16835/j.cnki.1000-9817.2017.07.001

    LI H J. Attach importance to physical activity promotion in children and adolescents[J]. Chin J Sch Health, 2017, 38(7): 961-963. doi: 10.16835/j.cnki.1000-9817.2017.07.001
    [5]
    BARNES J D, CAMERON C, CARSON V, et al. Results from Canada's 2016 particip ACTION report card on physical activity for children and youth[J]. J Phys Act Health, 2016, 13(11 Suppl 2): S110-S116. http://www.onacademic.com/detail/journal_1000039702239510_69d0.html
    [6]
    国务院办公厅. 体育强国建设纲要[EB/OL]. (2019-09-02)[2020-03-25]. http://wwwgovcn/zhengce/content/2019-09/02/content_5426485htm.

    General Office of the State Council of the People's Republic of China. Outline for building a leading sports nation[EB/OL]. (2019-09-02). [2020-03-25] http://wwwgovcn/zhengce/content/2019-09/02/content_5426485htm.
    [7]
    WHITEHEAD M. Physical literacy: philosophical considerations in relation to developing a sense of self, universality and propositional knowledge[J]. Sport Ethics Philos, 2007, 1(3): 281-298. doi: 10.1080/17511320701676916
    [8]
    ROBINSON D B, RANDALL L. Marking physical literacy or missing the mark on physical literacy? A conceptual critique of Canada's physical literacy assessment instruments[J]. Meas Phys Educ Exerc Sci, 2017, 21(1): 40-55. doi: 10.1080/1091367X.2016.1249793
    [9]
    陈思同, 刘阳, 唐炎, 等. 对我国体育素养概念的理解: 基于对Physical Literacy的解读[J]. 体育科学, 2017, 37(6): 41-51. https://www.cnki.com.cn/Article/CJFDTOTAL-TYKX201706005.htm

    CHEN S T, LIU Y, TANG Y, et al. Understanding the concept of Ti Yu Su Yang in China: on the perspective of interpretation to Physical Literacy[J]. Chin Sport Sci, 2017, 37(6): 41-51. https://www.cnki.com.cn/Article/CJFDTOTAL-TYKX201706005.htm
    [10]
    MANDIGO J, LODEWYK K, TREDWAY J. Examining the impact of a teaching games for understanding approach on the development of physical literacy using the passport for life assessment tool[J]. J Teach Phys Educ, 2019, 38(2): 136-145. doi: 10.1123/jtpe.2018-0028
    [11]
    TREMBLAY M S, COSTAS-BRADSTREET C, BARNES J D, et al. Canada's physical literacy consensus statement: process and outcome[J]. BMC Public Health, 2018, 18(Suppl 2): 1034. doi: 10.1186/s12889-018-5903-x.pdf
    [12]
    BARNES J D, TREMBLAY M S. Changes in indicators of child and youth physical activity in Canada, 2005-2016[J]. Can J Public Health, 2016, 107(6): e586-e589. doi: 10.17269/CJPH.107.5645
    [13]
    SHEARER C, GOSS H R, EDWARDS L C, et al. How is physical literacy defined? A contemporary update[J]. J Teach Phys Educ, 2018, 37(3): 237-245. doi: 10.1123/jtpe.2018-0136
    [14]
    WHITEHEAD M. Meaningful existence, embodiment and physical education[J]. J Philos Educ, 1990, 24(1): 3-13. doi: 10.1111/j.1467-9752.1990.tb00219.x
    [15]
    BARNETT L M, DUDLEY D A, TELFORD R D, et al. Guidelines for the selection of physical literacy measures in physical education in Australia[J]. J Teach Phys Educ, 2019, 38(2): 119-125. doi: 10.1123/jtpe.2018-0219
    [16]
    HYNDMAN B, PILL S. What's in a concept? A Leximancer text mining analysis of physical literacy across the international literature[J]. Eur Phys Educ Rev, 2018, 24(3): 292-313. doi: 10.1177/1356336X17690312
    [17]
    KEEGAN R J, BARNETT L M, DUDLEY D A, et al. Defining physical literacy for application in Australia: a modified Delphi method[J]. J Teach Phys Educ, 2019, 38(2): 105-118. doi: 10.1123/jtpe.2018-0264
    [18]
    LONGMUIR P E, BOYER C, LLOYD M, et al. The Canadian assessment of physical literacy: methods for children in grades 4 to 6 (8 to 12 years)[J]. BMC Public Health, 2015, 15(1): 767. doi: 10.1186/s12889-015-2106-6
    [19]
    LONGMUIR P E, GUNNELL K E, BARNES J D, et al. Canadian assessment of physical literacy second edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age[J]. BMC Public Health, 2018, 18(S2): 1047. doi: 10.1186/s12889-018-5902-y
    [20]
    施艺涛, 崔华, 解有毅. 身体素养哲学基础、概念界定和评测体系的系统评价[J]. 体育科学, 2019, 39(8): 3-11. https://www.cnki.com.cn/Article/CJFDTOTAL-TYKX201908001.htm

    SHI Y T, CUI H, XIE Y Y. Systematic reviews of philosophical basis, concept definition and evaluation of physical literacy[J]. Chin Sport Sci, 2019, 39(8): 3-11. https://www.cnki.com.cn/Article/CJFDTOTAL-TYKX201908001.htm
    [21]
    ROETERT E P, ELLENBECKER T S, KRIELLAARS D. Physical literacy: why should we embrace this construct?[J]. Br J Sports Med, 2018, 52(20): 1291-1292. doi: 10.1136/bjsports-2017-098465
    [22]
    BLANCHARD J, VAN WYK N, ERTEL E, et al. Canadian Assessment of Physical Literacy in grades 7-9 (12-16 years): preliminary validity and descriptive results[J]. J Sports Sci, 2020, 38(2): 177-186. doi: 10.1080/02640414.2019.1689076
    [23]
    POHL D, ALPOUS A, HAMER S, et al. Higher screen time, lower muscular endurance, and decreased agility limit the physical literacy of children with epilepsy[J]. Epilepsy Behav, 2019, 90: 260-265. doi: 10.1016/j.yebeh.2018.05.010
    [24]
    TREMBLAY M S, LONGMUIR P E, BARNES J D, et al. Physical literacy levels of Canadian children aged 8-12 years: descriptive and normative results from the RBC Learn to Play-CAPL project[J]. BMC Public Health, 2018(supp12): 1036. http://www.ncbi.nlm.nih.gov/pubmed/30285797
    [25]
    KWAN M Y W, GRAHAM J D, BEDARD C, et al. Examining the effectiveness of a pilot physical literacy-based intervention targeting first-year university students: the PLUS program[J]. SAGE Open, 2019, 9(2): 9. http://www.researchgate.net/publication/333137905_Examining_the_Effectiveness_of_a_Pilot_Physical_Literacy-Based_Intervention_Targeting_First-Year_University_Students_The_PLUS_Program
    [26]
    CAIRNEY J, CLARK H, DUDLEY D, et al. Physical literacy in children and youth: a construct validation study[J]. J Teach Phys Educ, 2019, 38(2): 84-90. doi: 10.1123/jtpe.2018-0270
    [27]
    DUDLEY D, KWAN M, BULTEN R, et al. Physical literacy, physical activity and health: toward an evidence-informed conceptual model[J]. Sports Med, 2019, 49(3): 371-383. doi: 10.1007/s40279-019-01063-3
    [28]
    WAINWRIGHT N, GOODWAY J, WHITEHEAD M, et al. Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy[J]. Phys Educ Sport Pedag, 2018, 23(4): 1-14. http://www.onacademic.com/detail/journal_1000040258134710_4b2c.html
    [29]
    GU X L, CHEN S L, ZHANG X X. Physical literacy at the start line: young children's motor competence, fitness, physical activity, and fitness knowledge[J]. J Teach Phys Educ, 2019, 38(2): 146-154. doi: 10.1123/jtpe.2018-0069
    [30]
    CHEN S T, TANG Y, CHEN P J, et al. The development of Chinese assessment and evaluation of physical literacy (CAEPL): a study using Delphi method[J]. Int J Environ Res Public Health, 2020, 17(8): 13. http://www.researchgate.net/publication/340599684_The_Development_of_Chinese_Assessment_and_Evaluation_of_Physical_Literacy_CAEPL_A_Study_Using_Delphi_Method
    [31]
    HOLLER P, JAUNIG J, AMORT F M, et al. Holistic physical exercise training improves physical literacy among physically inactive adults: a pilot intervention study[J]. BMC Public Health, 2019, 19(1): 393. doi: 10.1186/s12889-019-6719-z
    [32]
    LONGMUIR P E, WOODRUFF S J, BOYER C, et al. Physical literacy knowledge questionnaire: feasibility, validity, and reliability for Canadian children aged 8 to 12 years[J]. BMC Public Health, 2018, 18(s2): 1035. doi: 10.1186/s12889-018-5890-y
    [33]
    MALINA R M. Top 10 research questions related to growth and maturation of relevance to physical activity, performance, and fitness[J]. Res Q Exerc Sport, 2014, 85(2): 157-173. doi: 10.1080/02701367.2014.897592
    [34]
    BELANGER K, BARNES J D, LONGMUIR P E, et al. The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines[J]. BMC Public Health, 2018, 18(Suppl 2): 1042. doi: 10.1186%2Fs12889-018-5897-4.pdf
    [35]
    SAUNDERS T J, MACDONALD D J, COPELAND J L, et al. The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study[J]. BMC Public Health, 2018, 18(Suppl 2): 1037. http://www.ncbi.nlm.nih.gov/pubmed/30285703
    [36]
    POT N, WHITEHEAD M E, DURDEN-MYERS E J. Physical literacy from philosophy to practice[J]. J Teach Phys Educ, 2018, 37(3): 246-251. doi: 10.1123/jtpe.2018-0133
    [37]
    PHILIP J, MICHAEL U, PATRICE A, et al. Physical literacy and resilience in children and youth[J]. Front Public Health, 2019, 7: 346. doi: 10.3389/fpubh.2019.00346
    [38]
    LANG J J, CHAPUT J P, LONGMUIR P E, et al. Cardiorespiratory fitness is associated with physical literacy in a large sample of Canadian children aged 8 to 12 years[J]. BMC Public Health, 2018, 18(supple 2): 1041. http://www.ncbi.nlm.nih.gov/pubmed/30285694
    [39]
    NYSTROM C D, TRAVERSY G, BARNES J D, et al. Associations between domains of physical literacy by weight status in 8-to 12-year-old Canadian children[J]. BMC Public Health, 2018, 18(supple 2): 1043. doi: 10.1186/s12889-018-5898-3
    [40]
    李红娟, 桂春燕. 儿童青少年身体素养对身体活动促进的意义[J]. 中国学校卫生, 2020, 41(2): 161-165. doi: 10.16835/j.cnki.1000-9817.2020.02.001

    LI H J, GUI C Y. Implications of physical literacy in promoting physical activity in children and adolescents[J]. Chin J Sch Health, 2020, 41(2): 161-165. doi: 10.16835/j.cnki.1000-9817.2020.02.001
    [41]
    中共中央国务院印发《"健康中国2030"规划纲要》[EB/OL]. (2016-10-25)[2021-11-19]. http://www.gov.cn/xinwen/2016-10/25/content_5124174.htm.

    The CPC Central Committee and the State Council. Issued by the CPC Central Committee and the State Council "Health China 2030" Planning Outline[EB/OL]. (2016-10-25)[2021-11-19]. http://www.gov.cn/xinwen/2016-10/25/content_5124174.htm.
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索

    Tables(4)

    Article Metrics

    Article views (852) PDF downloads(68) Cited by()
    Proportional views

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return