School activity programmes highlight confidence, choice and supportive teaching
Qualitative studies explored how students experience physical literacy, with motivation and engagement receiving more attention than physical or social skills.
Based on the published abstract. The full paper may contain additional methods, results and limitations.
The 30-second takeaway
Students appeared to engage more deeply with programmes that were flexible, inclusive and responsive to individual needs. Supportive teaching and collaboration also featured prominently. These findings describe experiences and implementation, rather than a measured increase in fitness or lifelong activity, and they do not prove that particular teaching methods caused better outcomes.
The review synthesizes qualitative accounts. The abstract provides no effect sizes or follow-up lengths, so it cannot quantify changes in physical activity or show whether engagement persisted.
A broad view of activity
Physical literacy was treated as more than movement skills, encompassing motivation, understanding and social participation. The included research emphasized confidence and engagement, with less attention to physical and social aspects, leaving an uneven picture across domains.
Teaching and delivery mattered
Several programmes combined learning domains through student choice, peer collaboration and assessment focused on personal progress. Teachers were central to delivery, and the review highlighted ongoing professional development and opportunities for teachers to work together.
The original publication
Exploring physical literacy in school contexts: a systematic review of qualitative evidence.
Vieira D, Silva Dias T, Dudley D et al.
Front Sports Act Living · 2025
- PubMed ID
- 41479602
- Record checked
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