Journal of Health and Physical Literacy

College Students’ Perception of Physical Literacy Through a Wellness And Activity Course

2025-11-04T14:02:17+00:00

This research aimed to examine students’ perception of physical literacy (PL) through a wellness and activity class in a community college. Methods: Participants were young adults (n = 13), who were enrolled in a kinesiology wellness and activity course designed to enhance students’ PL. Mixed methodology was employed to conduct the study. The dependent measure consisted of a perceived physical literacy instrument (PPLI) and semi-structured interviews. Intervention was a semester long wellness course designed to enhance the level of student’s PL. Results: Paired t-tests results from the PPLI showed significant changes with one of the four attributes of PL: motivation (p <.0125). The individual interviews and assignment analysis revealed five themes: I feel confident, I got better because I was helped, I am motivated, I move better, and I learned new information. Participants indicated progression in the perception of their PL. Conclusion: the findings of the study demonstrated that a well-designed wellness course at the community college level had a potential to help progress young people’s PL.

Factors Influencing Physical Education Development and Implementation in Massachusetts Title 1 Elementary Schools

2025-12-15T14:12:40+00:00

Purpose: Quality physical education (PE) supports children's health and physical literacy, but socioeconomic disparities and inconsistent policies contribute to gaps in PE access and quality, especially in Title 1 schools. This study examines policy, systems, and environmental factors influencing PE development and implementation in Title 1 schools. Methods: We collected surveys from 16 PE specialists and conducted follow-up interviews with 10 specialists from Massachusetts Title 1 elementary schools to explore district and school PE policies and practices. Using an explanatory sequential mixed-methods design, we identified barriers and facilitators to PE development and implementation. Survey data were analyzed descriptively, and interviews were thematically analyzed using the Theoretical Domains Framework. Results: Specialists reported a strong identity, confidence in their abilities, and support from the PE community despite limited guidance and environmental constraints. PE was perceived as a low priority for leadership, and implementation was hindered by limited control over the teaching environment, unclear student assessments, insufficient professional development, and limited feedback. Conclusion: Findings build foundational knowledge and guide strategies to support quality PE in Massachusetts Title 1 schools and beyond.

Acceptability of the ‘Promoting Pupils’ Physical Literacy’ (3PL) intervention: Insights from PE Teachers and Pupils in Grades 4 and 5

2025-04-15T05:19:37+00:00

Purpose: Physical activity (PA) levels are declining among children in Denmark and globally. Interventions based on PA aim to address this issue by enhancing children’s fundamental movement skills, knowledge and motivation for PA. The Danish intervention ‘Promoting Pupils’ Physical Literacy’ (3PL), adapted from an Irish intervention, was implemented in two Danish public schools among children aged 9-11 years. This study investigated the acceptability of the 3PL intervention from the perspectives of pupils and teachers. Methods: Data were generated through semi-structured interviews with physical education teachers (N = 4), four focus groups with pupils (N = 20) and participant observation of four PE lessons. The Theoretical Framework of Acceptability guided data generation and analysis. Braun and Clarke’s thematic analysis approach was used to identify themes. Results: Three themes were identified: (1) teachers’ previous and current experiences influenced their acceptance of the intervention, (2) pupils’ motivation to participate in PE increased due to 3PL, and (3) pupils and teachers found the intervention’s theoretical foundation meaningful and useful. Conclusion: The 3PL intervention was acceptable to pupils and teachers, suggesting that it was successfully adapted to the Danish context. Further research should investigate the effects on pupils’ PL, alongside enhanced teacher support for implementation.

The Cardiovascular Fitness Effect of Zone 2 Training Among High School Soccer Athletes

2025-10-29T15:38:16+00:00

Purpose: The purpose of this study was to observe the cardiovascular training effect of a 5-week Zone 2 training program among high school soccer players. Methods: Prior to the start of the competitive high school soccer season, the researchers used the Progressive Aerobic Cardiovascular Endurance Run (PACER) test to assess aerobic capacity. Participants (N – 12) met three days per week to participate in a Zone 2 training program that consisted of jogging/running at specific durations for five weeks. At the conclusion of the five-week training, the researchers again tested aerobic capacity using the PACER test. Results: The results indicated a statistically significant change in aerobic capacity among the participants. Conclusion: The researchers conclude that, as a method of preseason training among the population studied, Zone 2 exercise appears to provide a very cost effective, easy-to-employ method of training that significantly improves aerobic performance, carries minimal risk of injury, and delays the onset of physical and mental fatigue.

Assessing the Fidelity of Administering the Körperkoordinationstest für Kinder (KTK) in a U.S. Physical Education Setting: A Pilot Study

2025-11-18T06:20:42+00:00

Child injuries resulting from falls have risen in the United States (U.S.) over the past 10 years. Many falls are associated with motor coordination (MC) deficiencies. The Körperkoordinationstest für Kinder (KTK) is a standardized, norm-referenced MC measure used abroad, but is needed in the U.S. if delivered with fidelity. Purpose: The purpose of this study was to determine if physical educators could set-up, administer, and score the KTK subtests with 5th grade students using a Fidelity Checklist. Methods: This cross-sectional pilot study involved four physical educators from two elementary schools (School 1 N=32; School 2 N=28) who were trained on setting-up, administering, and scoring the four subtests (walking backwards on a balance beam (WB), lateral jump (LJ), sideways step (SS), and single leg hop (SH)) with fidelity. Results: Fidelity Checklist results showed the physical educators scored 100% on set-up, 95% on administration, and 96% on subtest scoring. The four subtests’ internal consistencies were WB: 0.88; SH: 0.93; SS: 0.96; LJ: 0.94 which were comparable to the international studies. Conclusion: Findings suggest that the KTK assessment may be more suitable for use in larger U.S.-based studies to evaluate MC deficiencies in children, with the broader aim of informing fall prevention efforts.

Exploring Representation and Access in the Health and Physical Literacy Workplace: A Pilot Study

2026-04-08T14:09:11+00:00

Purpose: The purpose of this study was to gain a deeper understanding of health and physical literacy (HPL) professionals’ viewpoints as they relate to equity, diversity, and inclusion (EDI) in their respective work environments. Methods: A survey was disseminated to HPL professionals via email, social media platforms, or QR code during professional development workshops in 2022. Survey items assessed personal definitions of EDI and workplace environment as it relates to equity, diversity, and inclusion efforts. Data collection concluded in Fall 2023. Results: Results showed that respondents (n = 85-93) identified that equity, diversity, and inclusion were not the same constructs (76%); the majority of employees defined inclusion as “including all” (60%); and HPL professionals believe that their workplaces do address a diverse group of individuals as it relates to ethnicity, gender identity, age, disability, sexual orientation, education, and religion (48%). Conclusion: For this population of HPL professionals, EDI appears to be integrated into the workplace to provide inclusive environments, promote equity, and welcome diverse employees to the workforce. The results of this study can be used to start conversations around action planning for the future to help address areas of concern as it relates to EDI in the HPL workplace.

Integrating Brain Breaks and Multiple Intelligences to Support Health Literacy and Learning Outcomes

2026-02-25T14:07:15+00:00

Purpose: This article examines the value of brain breaks and how integrating Howard Gardner’s theory of Multiple Intelligences can enhance student learning and engagement at all grade levels. Brain breaks, or micro-breaks, have been shown to boost focus, retention, and cognitive performance. Gardner’s theory, which suggests individuals possess different types of intelligence, supports a personalized learning approach. By aligning brain breaks with strategies that target diverse intelligences, health educators can create more dynamic, inclusive, and effective classrooms. The article offers practical strategies for incorporating Multiple Intelligences into brain break activities. Conclusion: Through a detailed examination of the connections between brain breaks and Multiple Intelligences, health education teachers will be able to better meet the diverse needs of student learners and may positively impact learning outcomes.

Not All National Health Education Standards (NHES) are the Same

2026-01-27T13:43:56+00:00

Purpose: The purpose of this article is to explain how the National Health Education Standards (NHES) differ. Many educators recognize that the first standard, NHES 1, focuses on students’ comprehension of basic health information, commonly referred to as functional health knowledge, with the other seven standards, NHES 2 through 8, focusing on healthy life skills. The infusion of NHES 1 and a skill-based standard (NHES 2 through 8) is best taught in a 5-step framework to support students’ success. However, NHES 2 through 8 require further exploration and planning for teaching due to either being a macro skill, a set of micro skills, or a combination of both. Conclusion: This article identifies which NHES are macro skills or a set of micro skills while also providing recommendations for how to utilize the 5-step framework for both types of skills.