Hello, my name is Johannes Karel, currently postdoctoral researcher at the University

of Erlangen-Nörnberg, and on behalf of an international research group, I'm pleased

to inform you about the most recent results of our study, which have been published in

the International Journal of Behavioral Nutrition and Physical Activity.

It's the development, explanation, and presentation of the physical literacy interventions reporting

template.

But what is physical literacy?

According to the International Physical Literacy Association, physical literacy can be described

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

take responsibility for engagement in physical activities for life.

The main character of physical literacy is that it adopts a holistic understanding of

physical activity by conceptualizing very different determinants for physical activity.

The concept is mentioned in several important political documents, such as the Global Action

Plan on Physical Activity 2018-2030 by the World Health Organization or in the Guidelines

for Policymakers of Quality Physical Education by the UNESCO.

But when we look at the concept, we have determined there are different understandings of physical

literacy.

Lisa Young has described these different approaches from more concrete approaches on the one hand

by closely adhering to the original physical literacy conceptualizations with high philosophical

roots, but on the other hand, very abstract conceptualizations which try to transfer the

concept into concrete practice.

We have recently found a similar finding when we were specifically looking at physical literacy

interventions.

For example, in the area of intervention content, 84% of all physical literacy interventions

somehow addressed physical competence, but knowledge and understanding only to 59% and

motivation confidence, for example, only in 48% of all cases.

When we look at the evaluations of physical literacy interventions, we find a similar

pattern with 72% of all studies somehow integrating an indicator of physical competence, but for

example, only 33% of all studies somehow registered knowledge and understanding.

This is why for us we have derived the following goal.

We wanted to develop a specific reporting template that supports researchers and practitioners

in planning, reporting and interpreting physical literacy intervention research.

We wanted to derive a minimally expected guiding framework for the reporting of these study

results.

For our study, the question arises, what are the minimum criteria that experts or researchers

need to report in order to appropriately understand and synthesize physical literacy interventions?

What was our methodology?

Wanted to consider specificities of the physical literacy concept, derive a reporting template

and to give remontations that have to be combined with already existing reporting templates.

We relied on the guidelines for the development of research reporting guidelines.

This guidance specified different paths or specific items that have to be considered

when we want to conceptualize such a reporting template.

Our main or our core was an international expert panel consisting of 10 international

experts from different areas of the world with different network backgrounds, different

age and genders in order to have a broad variety of experts.

The whole process was sequential with different steps.

We started with the systematic reviews that I've presented.

We have screened for similar reporting templates and analytical frameworks, made a first draft

of items and discussed them with an synchronous expert meetings.

Afterwards, we submitted these different items to different cycles of subsequent voting,