Dear ladies and gentlemen, my name is Johannes Kahr and I'm a postdoctoral researcher at

the University of Erlangen Nürnberg in Germany. In this video I want to provide you with a

quick and brief overview of our most recent publication. Our study was titled How are

physical literacy interventions conceptualized? A systematic review on intervention design

and content and the effort was the result of an international collaboration between

German research groups and an Australian Canadian research group. And our publication can be

found in psychology of sport and exercise. We start with the problem that we are today

well aware of the high physical inactivity prevalence over the world. They are well described

and we have high scientific evidence. Accordingly there has been released the global action

plan on physical activity 2018 to 2030, suggesting different measures and interventions to combat

this global physical inactivity crisis. And in this global action plan it is repeatedly

mentioned that the key for fighting the high physical inactivity prevalence may lie in

the concept of physical literacy from an individual perspective but also from a systems perspective

in order to provide adequate opportunities to promote physical literacy in individuals.

What is physical literacy? There are a variety of different definitions worldwide but fortunately

there is an international physical literacy association which defines physical literacy

as the motivation, confidence, physical competence, knowledge and understanding to value and take

responsibility for engagement in physical activities for life. When we look at this

definition we find several domains that we might call the affective, the physical, the

cognitive and the behavioral domain. In addition to these definition issues there are a variety

of additional philosophical and conceptual assumptions behind the concept of physical

literacy. It is assumed that physical literacy contributes to the whole person development.

Furthermore, physical literacy has profound philosophical assumptions such as monism,

existentialism or phenomenology. Furthermore, physical literacy assumes that it is a sort

of process that is unique and it is sort of a lifelong journey. This can be visualized

by this figure showing that there is no fixed path towards a certain goal or year top as

exemplified by a mountain. There are individualized routes towards it. Furthermore, it is assumed

that physical literacy can be promoted systematically through structured content. So from more of

a pragmatic perspective what is the role of interventions? The goal of our study was to

assess the current status of published interventions on physical literacy and to analyze their

theoretical underpinning, design and content. We made this by using a systematic review

approach adhering to the Prisma guidelines. We searched in a total of 18 databases. We

formulated the following inclusion criteria. Primary studies to be included had to be based

on or at least inspired by physical literacy. They had to be published in academic journals

or book sections and they had to be written in English language. We analyzed the interventions

using descriptive and inferential statistical analysis and we drew on nine items of the

so-called theory coding scheme by Michie and Prestwich. Here is the flow chart which visualizes

the process from initial identification on the top to the final articles included at

the bottom. The last update was made in June 2021 and the process yielded 46 articles reporting

the results of 44 separate interventions. When we look at the different studies by time

we found that there was an exponential development in recent years with a lot of articles being

published in 2019 and 2020. When we look at the different studies by country we found

that Canada, the UK and Australia are the flagships of physical literacy interventions

literature. But surprisingly we also found that a lot of western countries did not contribute

to physical literacy interventions literature at all such as Spain, France, Japan but most

importantly also the US. When we look at the different physical literacy interventions

by setting we found that 22 of the 44 studies were conducted in schools followed by community

facilities, childcare centers, institutions of higher educations such as universities

and also more unspecified specified to bigger regions. In line with this picture we found

that most studies were conducted in children and adolescents, four studies were addressing