Physical literacy programs for children and adolescents A systematic review
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Abstract
Item information
Published:
Jul 28, 2025
Section:
Theoretical Review
Keywords:
Physical Literacy, Programs, Schoolchildren, Evaluation
Article Details
How to Cite
López-Alonzo, S. J., Ortiz-Rodríguez, C. J., Orona-Escápite, A., Gastélum-Cuadras, G., & Guedea-Delgado, J. C. (2025). Physical literacy programs for children and adolescents: A systematic review. Revista Ciencias De La Actividad Física UCM, 26(2), 16-33. https://doi.org/10.29035/rcaf.26.2.2
References
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Bélanger, M., Humbert, L., Vatanparast, H., Ward, S., Muhajarine, N., Chow, A. F., … Leis, A. (2016). A multilevel interven-tion to increase physical activity and improve healthy eating and physical literacy among young children (ages 3-5) at-tending early childcare centres: The Healthy Start-Départ Santé cluster randomised controlled trial study protocol. BMC Public Health, 16(1), 1–10. https://doi.org/10.1186/s12889-016-2973-5
Bremer, E., Graham, J. D., & Cairney, J. (2020). Outcomes and feasibility of a 12-week physical literacy intervention for chil-dren in an afterschool program. International Journal of Environmental Research and Public Health, 17(9). https://doi.org/10.3390/ijerph17093129
Caldwell, H. A. T., Miller, M. B., Tweedie, C., Zahavich, J. B. L., Cockett, E., & Rehman, L. (2022). The Impact of an After-School Physical Activity Program on Children’s Physical Activity and Well-Being during the COVID-19 Pandemic: A Mixed-Methods Evaluation Study. International Journal of Environmental Research and Public Health, 19(9). https://doi.org/10.3390/ijerph19095640
Caldwell, H. A. T., Spencer, R. A., Joshi, N., Branje, K., Cawley, J., Hobson, H., … Stone, M. R. (2023). Impact of an out-door loose parts play intervention on Nova Scotian preschoolers’ physical literacy: a mixed-methods randomized con-trolled trial. BMC Public Health, 23(1), 1–13. https://doi.org/10.1186/s12889-023-16030-x
Cale & Harris (2018). The role of knowledge and understanding in fostering physical literacy. Journal of Teaching in Physical Education, 37(3), 280–287. https://doi.org/10.1123/jtpe.2018-0134
Calzada-Rodríguez, J. I., Mendoza-Muñoz, M., Pastor-Cisneros, R., Barrios-Fernandez, S., Carlos-Vivas, J., Gómez-Galán, R., & Muñoz-Bermejo, L. (2023). Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol. Healthcare (Switzerland), 11(14), 1–13. https://doi.org/10.3390/healthcare11142113
Canada’s Physical Literacy Consensus Statement. (2015), 2. Retrieved from https://physicalliteracy.ca/physical-literacy/consensus-statement/
Castillo-Retamal, M., Oróstegui-Carvallo, M., Peñailillo-Espinoza, Y., Rojas-Rivas, S., Vega-Rojas, C., Orellana-Rojas, E., & Soto-Medel, K. (2024). Level of knowledge and application of physical literacy among Physical Education teachers in Central-Southern Chile). Retos, 59, 411–418. https://doi.org/10.47197/retos.v59.103661
Contreras-Zapata, K., Roa-Quintero, T., Vásquez-Muñoz, C., Castillo-Retamal, F., y Castillo-Retamal, M. (2023). Aproxi-mación a la implementación de la alfabetización física en Chile: una revisión narrativa (Approach to physical literacy implementation in Chile: a narrative review). Retos, 47, 96–102. https://doi.org/10.47197/retos.v47.94922
Delisle-Nyström, C., Traversy, G., Barnes, J. D., Chaput, J. P., Longmuir, P. E., & Tremblay, M. S. (2018). Associations between domains of physical literacy by weight status in 8- to 12-year-old Canadian children. BMC Public Health, 18(Suppl 2). https://doi.org/10.1186/s12889-018-5898-3
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Dudley, D., Cairney, J., Wainwright, N., Kriellaars, D., & Mitchell, D. (2017). Critical considerations for physical literacy policy in public health, recreation, sport, and education agencies. Quest, 69, 436–452. https://doi.org/10.1080/00336297.2016.1268967.
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., Cooper, S. M., & Jones, A. M. (2018). ‘Measuring’ Physical Litera-cy and Related Constructs: A Systematic Review of Empirical Findings. Sports Medicine, 48(3), 659–682. https://doi.org/10.1007/s40279-017-0817-9
Estevan, I., García-Massó, X., Menescardi, C., Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., … Molina-García, J. (2023). A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Proto-col. Behavioral Sciences, 13(7). https://doi.org/10.3390/bs13070609
Farias, C., Wallhead, T., & Mesquita, I. (2020). “The Project Changed My Life”: Sport Education’s Transformative Potential on Student Physical Literacy. Research Quarterly for Exercise and Sport, 91(2), 263–278. https://doi.org/10.1080/02701367.2019.1661948
Francis, C. E., Longmuir, P. E., Boyer, C., Andersen, L. B., Barnes, J. D., Boiarskaia, E., … Tremblay, M. S. (2016). The Canadian Assessment of Physical literacy: Development of a model of children’s capacity for a healthy, active lifestyle through a Delphi process. Journal of Physical Activity and Health, 13(2), 214–222. https://doi.org/10.1123/jpah.2014-0597
Gilic, B., Sunda, M., Versic, S., Modric, T., Olujic, D., & Sekulic, D. (2023). Effectiveness of Physical-Literacy-Based Online Education on Indices of Physical Fitness in High-School Adolescents: Intervention Study during the COVID-19 Pandemic Period. Children, 10(10). https://doi.org/10.3390/children10101666
Gu, X., Chen, S., & Zhang, X. (2019). Physical literacy at the start line: Young children’s motor competence, fitness, physical activity, and fitness knowledge. Journal of Teaching in Physical Education, 38(2), 146–154. https://doi.org/10.1123/jtpe.2018-0069
Hastie, P. A., Chen, S., & Guarino, A. J. (2017). Health-related fitness knowledge development through project-based learning. Journal of Teaching in Physical Education, 36(1), 119–125. https://doi.org/10.1123/jtpe.2016-0151
Higgs, C., Cairney, J., Jurbala, P., Dudley, D., Way, R., Mitchell, D. (2019). Developing Physical Literacy: Building a New Normal for all Canadians. Retrieved from https://sportforlife.ca/portfolio-view/developing-physical-literacy-building-a-new-normal-for-all-canadians/
Hodges, M. G., Kulinna, P. H., van der Mars, H., & Lee, C. (2016). Knowledge in action: Fitness lesson segments that teach health-related fitness in elementary physical education. Journal of Teaching in Physical Education, 35(1), 16–26. https://doi.org/10.1123/jtpe.2014-0102
Inglés Martos, M. J., Quiñonero, A. L., y Cifo Izquierdo, M. I. (2023). Gimnasia Rítmica: beneficios de la práctica educativa en el alumnado de Primaria. Revista Iberoamericana de Ciencias de La Actividad Física y El Deporte, 12(3), 124–139. https://doi.org/10.24310/riccafd.12.3.2023.17891
Killough, B. P., Sluder, J. B., Howard-Shaughnessy, C., & Rhodes, A. C. (2020). Physical Literacy and Practical Applications for Physical Educators. Journal of Physical Education, Recreation and Dance, 92(2), 30–39. https://doi.org/10.1080/07303084.2020.1853633
Kit, B. K., Akinbami, L. J., Isfahani, N. S., & Ulrich, D. A. (2017). Gross Motor Development in Children Aged 3–5 Years, United States 2012. Maternal and Child Health Journal, 21(7), 1573–1580. https://doi.org/10.1007/s10995-017-2289-9
Kriellaars, D. J., Cairney, J., Bortoleto, M. A. C., Kiez, T. K. M., Dudley, D., & Aubertin, P. (2019). The impact of circus arts instruction in physical education on the physical literacy of children in grades 4 and 5. Journal of Teaching in Physical Education, 38(2), 162–170. https://doi.org/10.1123/jtpe.2018-0269
Landa-Ramírez, E., y de Jesús Arredondo Pantaleón, A. (2014). Herramienta PICO para la formulación y búsqueda de pregun-tas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 23(11), 259-270.
Liu, Y., & Chen, S. (2021). Physical literacy in children and adolescents: Definitions, assessments, and interventions. European Physical Education Review, 27(1), 96–112. https://doi.org/10.1177/1356336X20925502
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Mendoza‐muñoz, M., Carlos‐vivas, J., Villafaina, S., Parraca, J. A., Vega‐muñoz, A., Contreras‐barraza, N., & Raimundo, A. (2022b). Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol. Biology, 11(6). https://doi.org/10.3390/biology11060910
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Bélanger, M., Humbert, L., Vatanparast, H., Ward, S., Muhajarine, N., Chow, A. F., … Leis, A. (2016). A multilevel interven-tion to increase physical activity and improve healthy eating and physical literacy among young children (ages 3-5) at-tending early childcare centres: The Healthy Start-Départ Santé cluster randomised controlled trial study protocol. BMC Public Health, 16(1), 1–10. https://doi.org/10.1186/s12889-016-2973-5
Bremer, E., Graham, J. D., & Cairney, J. (2020). Outcomes and feasibility of a 12-week physical literacy intervention for chil-dren in an afterschool program. International Journal of Environmental Research and Public Health, 17(9). https://doi.org/10.3390/ijerph17093129
Caldwell, H. A. T., Miller, M. B., Tweedie, C., Zahavich, J. B. L., Cockett, E., & Rehman, L. (2022). The Impact of an After-School Physical Activity Program on Children’s Physical Activity and Well-Being during the COVID-19 Pandemic: A Mixed-Methods Evaluation Study. International Journal of Environmental Research and Public Health, 19(9). https://doi.org/10.3390/ijerph19095640
Caldwell, H. A. T., Spencer, R. A., Joshi, N., Branje, K., Cawley, J., Hobson, H., … Stone, M. R. (2023). Impact of an out-door loose parts play intervention on Nova Scotian preschoolers’ physical literacy: a mixed-methods randomized con-trolled trial. BMC Public Health, 23(1), 1–13. https://doi.org/10.1186/s12889-023-16030-x
Cale & Harris (2018). The role of knowledge and understanding in fostering physical literacy. Journal of Teaching in Physical Education, 37(3), 280–287. https://doi.org/10.1123/jtpe.2018-0134
Calzada-Rodríguez, J. I., Mendoza-Muñoz, M., Pastor-Cisneros, R., Barrios-Fernandez, S., Carlos-Vivas, J., Gómez-Galán, R., & Muñoz-Bermejo, L. (2023). Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol. Healthcare (Switzerland), 11(14), 1–13. https://doi.org/10.3390/healthcare11142113
Canada’s Physical Literacy Consensus Statement. (2015), 2. Retrieved from https://physicalliteracy.ca/physical-literacy/consensus-statement/
Castillo-Retamal, M., Oróstegui-Carvallo, M., Peñailillo-Espinoza, Y., Rojas-Rivas, S., Vega-Rojas, C., Orellana-Rojas, E., & Soto-Medel, K. (2024). Level of knowledge and application of physical literacy among Physical Education teachers in Central-Southern Chile). Retos, 59, 411–418. https://doi.org/10.47197/retos.v59.103661
Contreras-Zapata, K., Roa-Quintero, T., Vásquez-Muñoz, C., Castillo-Retamal, F., y Castillo-Retamal, M. (2023). Aproxi-mación a la implementación de la alfabetización física en Chile: una revisión narrativa (Approach to physical literacy implementation in Chile: a narrative review). Retos, 47, 96–102. https://doi.org/10.47197/retos.v47.94922
Delisle-Nyström, C., Traversy, G., Barnes, J. D., Chaput, J. P., Longmuir, P. E., & Tremblay, M. S. (2018). Associations between domains of physical literacy by weight status in 8- to 12-year-old Canadian children. BMC Public Health, 18(Suppl 2). https://doi.org/10.1186/s12889-018-5898-3
Department of Health Human Services & National Center for Chronic Disease Prevention. (2019). increasing physical educa-tion and physical activity: a framework for schools 2019 national center for chronic disease prevention and health promotion division of population health increasing physical education and physical activity: a framework for school. retrieved from https://www.cdc.gov/healthyschools/physicalactivity/index.htm?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fhealthyschools%2Fpeandpa%2Findex.htm
Dudley, D., Cairney, J., Wainwright, N., Kriellaars, D., & Mitchell, D. (2017). Critical considerations for physical literacy policy in public health, recreation, sport, and education agencies. Quest, 69, 436–452. https://doi.org/10.1080/00336297.2016.1268967.
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., Cooper, S. M., & Jones, A. M. (2018). ‘Measuring’ Physical Litera-cy and Related Constructs: A Systematic Review of Empirical Findings. Sports Medicine, 48(3), 659–682. https://doi.org/10.1007/s40279-017-0817-9
Estevan, I., García-Massó, X., Menescardi, C., Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., … Molina-García, J. (2023). A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Proto-col. Behavioral Sciences, 13(7). https://doi.org/10.3390/bs13070609
Farias, C., Wallhead, T., & Mesquita, I. (2020). “The Project Changed My Life”: Sport Education’s Transformative Potential on Student Physical Literacy. Research Quarterly for Exercise and Sport, 91(2), 263–278. https://doi.org/10.1080/02701367.2019.1661948
Francis, C. E., Longmuir, P. E., Boyer, C., Andersen, L. B., Barnes, J. D., Boiarskaia, E., … Tremblay, M. S. (2016). The Canadian Assessment of Physical literacy: Development of a model of children’s capacity for a healthy, active lifestyle through a Delphi process. Journal of Physical Activity and Health, 13(2), 214–222. https://doi.org/10.1123/jpah.2014-0597
Gilic, B., Sunda, M., Versic, S., Modric, T., Olujic, D., & Sekulic, D. (2023). Effectiveness of Physical-Literacy-Based Online Education on Indices of Physical Fitness in High-School Adolescents: Intervention Study during the COVID-19 Pandemic Period. Children, 10(10). https://doi.org/10.3390/children10101666
Gu, X., Chen, S., & Zhang, X. (2019). Physical literacy at the start line: Young children’s motor competence, fitness, physical activity, and fitness knowledge. Journal of Teaching in Physical Education, 38(2), 146–154. https://doi.org/10.1123/jtpe.2018-0069
Hastie, P. A., Chen, S., & Guarino, A. J. (2017). Health-related fitness knowledge development through project-based learning. Journal of Teaching in Physical Education, 36(1), 119–125. https://doi.org/10.1123/jtpe.2016-0151
Higgs, C., Cairney, J., Jurbala, P., Dudley, D., Way, R., Mitchell, D. (2019). Developing Physical Literacy: Building a New Normal for all Canadians. Retrieved from https://sportforlife.ca/portfolio-view/developing-physical-literacy-building-a-new-normal-for-all-canadians/
Hodges, M. G., Kulinna, P. H., van der Mars, H., & Lee, C. (2016). Knowledge in action: Fitness lesson segments that teach health-related fitness in elementary physical education. Journal of Teaching in Physical Education, 35(1), 16–26. https://doi.org/10.1123/jtpe.2014-0102
Inglés Martos, M. J., Quiñonero, A. L., y Cifo Izquierdo, M. I. (2023). Gimnasia Rítmica: beneficios de la práctica educativa en el alumnado de Primaria. Revista Iberoamericana de Ciencias de La Actividad Física y El Deporte, 12(3), 124–139. https://doi.org/10.24310/riccafd.12.3.2023.17891
Killough, B. P., Sluder, J. B., Howard-Shaughnessy, C., & Rhodes, A. C. (2020). Physical Literacy and Practical Applications for Physical Educators. Journal of Physical Education, Recreation and Dance, 92(2), 30–39. https://doi.org/10.1080/07303084.2020.1853633
Kit, B. K., Akinbami, L. J., Isfahani, N. S., & Ulrich, D. A. (2017). Gross Motor Development in Children Aged 3–5 Years, United States 2012. Maternal and Child Health Journal, 21(7), 1573–1580. https://doi.org/10.1007/s10995-017-2289-9
Kriellaars, D. J., Cairney, J., Bortoleto, M. A. C., Kiez, T. K. M., Dudley, D., & Aubertin, P. (2019). The impact of circus arts instruction in physical education on the physical literacy of children in grades 4 and 5. Journal of Teaching in Physical Education, 38(2), 162–170. https://doi.org/10.1123/jtpe.2018-0269
Landa-Ramírez, E., y de Jesús Arredondo Pantaleón, A. (2014). Herramienta PICO para la formulación y búsqueda de pregun-tas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 23(11), 259-270.
Liu, Y., & Chen, S. (2021). Physical literacy in children and adolescents: Definitions, assessments, and interventions. European Physical Education Review, 27(1), 96–112. https://doi.org/10.1177/1356336X20925502
Mendoza-Muñoz, M., Calle-Guisado, V., Pastor-Cisneros, R., Barrios-Fernandez, S., Rojo-Ramos, J., Vega-Muñoz, A., … Carlos-Vivas, J. (2022a). Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain. International Journal of Environmental Research and Public Health, 19(13). https://doi.org/10.3390/ijerph19137597
Mendoza‐muñoz, M., Carlos‐vivas, J., Villafaina, S., Parraca, J. A., Vega‐muñoz, A., Contreras‐barraza, N., & Raimundo, A. (2022b). Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol. Biology, 11(6). https://doi.org/10.3390/biology11060910
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