IntroductionPhysical Literacy (PL) is widely recognized as an essential focus for promoting active lifestyles and lifelong healthy habits. Equipping teachers and student-teachers, particularly those in primary and physical education, with significant PL-related knowledge is essential for fostering lifelong healthy behaviors from childhood. This study aimed to present the ePhyLi Erasmus + Sport project contents and to evaluate the effectiveness, usability, and user satisfaction of educational materials developed within the project (e-book, mobile app, and e-platform).MethodsEighty-six student-teachers (38 males; aged 19–26) were invited to participate in the study. To investigate the tools' adaptability to teaching strategies commonly employed in higher education, three models were used: curricular integration, autonomous study, and mixed approach. PL knowledge improvement was assessed using a 20-item questionnaire administered pre- and post-intervention. User experience was comprehensively evaluated using the User Experience Questionnaire short version, the System Usability Scale, the Gameful Experience Questionnaire, and the App Usability Evaluation Questionnaire. Self-perceived usefulness, understanding, and gamification of the e-platform and the app were evaluated by administering nine single-ended questions.ResultsFindings showed that the ePhyLi tools significantly improved participants' PL knowledge, particularly when the e-book was integrated into weekly lectures, alongside the use of the e-platform and app (curricular integration model). User experience was moderately positive, while system usability showed marginal issues. The app usability questionnaire showed a generally positive result, and the gamification elements were perceived as highly engaging and motivating. Participants reported strong self-perceived learning and increased confidence in applying PL concepts, rating the tools favorably for overall educational utility. However, primary school student-teachers reported significantly lower system usability, overall satisfaction, and playfulness when using the app compared to Sport Science students.ConclusionDigital innovation and gamification can be valuable tools for improving student-teachers' training in promoting physical literacy. Although the ePhyLi tools were effective in increasing knowledge, some areas need future attention. Future studies are needed to improve the amount of evidence that supports these results and to evaluate whether the increased knowledge gained through ePhyLi tools translates into improved teaching practices in schools.

Physical literacy has become influential across education, sport, health, and recreation. Yet the field contains multiple definitions and distinct traditions rather than a single agreed position. One especially influential strand is the Whiteheadian account, the philosophically oriented tradition associated with the British philosopher and physical educationalist Margaret Whitehead and extended through allied writers and institutional work. Whitehead did not invent the term physical literacy, which has a longer history, but she provided its most influential contemporary philosophical reconstruction and helped shape its current international meaning. The Whiteheadian account has been important because it rejects narrow mind–body separation and offers a holistic, lifespan-oriented account of movement, meaning, and human flourishing. The argument advanced here is that the Whiteheadian account is non-dualist in declaration but not always in operation. Its explicit commitment to monism and lived embodiment is not always matched by its practical grammar, in which bodily competence, bodily participation, and visible movement often carry more pedagogical and evaluative weight than minded engagement as a process of learning. Radical embodied cognitive science, especially radical enactivism, offers additional conceptual resources for developing a more explicitly relational account of learning and physical literacy because it begins with situated organism–environment engagement rather than with the later integration of bodily and mental domains. The article concludes by proposing a more relational, process-oriented, and pedagogically robust understanding of physical literacy.

Study aim The aim of this study is to examine the impact of the Sherborne developmental movement (SDM) program on motor and psychosocial development and behavior in children and adolescents with autism spectrum disorder (ASD).Material and methods Fifteen participants with ASD were assessed in motor development using the short form of Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Psychosocial functioning was evaluated with the Strengths and Difficulties Questionnaire (SDQ-Hel), and behavior was measured using the Behavioral Summarized Evaluation (BSE). A pre-post intervention design with an experimental and a control group was employed.Results Participants in the intervention group demonstrated significant improvements in BOT-2 (F = 36.845, p = 0.001, eta 2 = 0.739) and prosocial behavior (PB) of the SDQ (F = 35.977, p = 0.001, eta 2 = 0.735), as well as reductions in the behavioral difficulties of the BSE (F = 137.054, p = 0.001, eta 2 = 0.913). Multiple regression analysis further indicated that PB was a significant predictor of motor development.Conclusion The findings support the efficacy of SDM as a body-based intervention for enhancing developmental outcomes in individuals with ASD. Despite limitations in sample size and setting, the study provides valuable evidence for incorporating SDM into special education curricula. Future research should adopt longitudinal and mixed-methods approaches to explore the long-term and generalizable effects of SDM.

Over the past two decades, the concept of physical literacy (PL) has gained increasing attention across research and policy domains. Grounded in holistic and embodied theoretical frameworks, PL encompasses physical, affective, cognitive, and social dimensions that underpin lifelong engagement in movement. Global policy frameworks, including the World Health Organization’s Global Action Plan on Physical Activity (2018–2030) and UNESCO’s Guidelines for Quality Physical Education, highlight PL as a foundation for health and wellbeing. Despite this recognition, research examining the associations among PL, physical activity (PA), and mental health in Mediterranean contexts remains scarce. This study examined the interrelationships among perceived PL, PA, and MH in a sample of 542 Cypriot children and adolescents aged 6–18 years. Participants completed the Perceived Physical Literacy Instrument (PPLI), the Physical Activity Questionnaire for Older Children (PAQ-C), and the Depression, Anxiety, and Stress Scale (DASS-21). Structural Equation Modelling (SEM) was used to test direct and indirect effects, and multi-group analyses explored measurement and structural invariance across gender and age. Results indicated that higher perceived PL was associated with better MH, both directly and indirectly through increased PA. Boys and younger participants reported higher PA levels, whereas adolescents displayed higher symptoms of depression, anxiety, and stress. However, the structural relationships among PL, PA, and mental health were consistent across genders. The findings highlight the role of PL as a multidimensional determinant of youth wellbeing and underscore the importance of promoting physical literacy aligned behaviours from early childhood within educational and community settings.

This pilot study examines the content validity and reliability of an inventory designed to assess physical education teachers’ attitudes, perceptions, and teaching practices related to sustainable development. The inventory was developed by adapting two validated instruments: the Attitudes and Perceptions on Education for Sustainable Development scale and the Assessment Tool for Physical Education for Sustainable Development. These instruments underwent content and face validity evaluation before piloting. The study aimed to assess the inventory’s internal consistency using Cronbach’s α coefficients and its stability through a test-retest procedure. Thirty-two Greek physical education teachers (8 males, 24 females; M = 48.85 years, SD = 6.18) completed the inventory twice, with a 20-day interval. Reliability analysis indicated that Cronbach’s α coefficients for individual factors ranged from 0.70 to 0.87, demonstrating adequate internal consistency. Test-retest results confirmed satisfactory stability in most question categories. Findings suggest that the inventory is a valid and reliable tool for assessing sustainable development-related attitudes and practices in physical education, with minor refinements recommended for specific items before broader application. This study highlights the need for robust assessment tools to evaluate education for sustainable development, particularly in physical education, where fostering sustainability-oriented attitudes is essential for promoting corresponding teaching practices.

This study adapted the Physical literacy in children questionnaire (PL-C Quest) for Greek children (4-12 years; N = 552, Mage = 9.2 +/- 2.2 years) and conducted comprehensive psychometric analyses: (1) Confirmatory factor analysis (CFA) tested a four-domain model (physical, psychological, social, cognitive) with higher-order factor (physical literacy); (2) Multi-group CFA examined measurement invariance across sexes; (3) convergent validity was assessed through Average Variance Extracted (AVE) and Composite Reliability, with additional Pearson's correlations against the Canadian Assessment of Physical literacy-2 scores (n = 90); (4) discriminant validity was evaluated via AVE comparisons; (5) Cronbach's alpha was used to evaluate internal consistency; and (6) test-retest reliability was determined through Interclass Correlation Coefficient in a subsample (n = 120). Results supported the model's adequate fit, measurement invariance, and moderate convergent validity. While discriminant validity was limited, reliability metrics were strong. The PL-C Quest (Greek) demonstrates adequate psychometric properties for assessing perceived physical literacy, facilitating monitoring and program evaluation.

Outdoor Adventure Education (OAE) has become an increasingly relevant pedagogical approach to support Social and Emotional Learning (SEL) in physical education. This article presents a curriculum-based conceptual review developed within the Erasmus+ project OutAdvEd, which connects six European institutions in a joint effort to promote holistic learner development through OAE. Based on a rapid review of 19 empirical and review studies published since 2010, the article examines the benefits, pedagogical strategies, and curricular implications of integrating OAE into physical education. The analysis is guided by two theoretical frameworks: the OECD model of social and emotional competencies and a four-dimensional curriculum structure focusing on goals, content, methods and classroom management. The findings indicate that OAE can effectively foster SEL-related competencies such as emotional regulation, collaboration, leadership and resilience, provided that implementation is supported by clear objectives, experiential methods and inclusive facilitation. The article concludes with a proposed model for integrating OAE into physical education and teacher education, along with practical recommendations for curriculum development and educational policy.

Outdoor Adventure Education (OAE) has been increasingly recognized for its potential to foster adolescents' social, emotional, and physical development within physical education (PE). & Iukcy;n many European contexts, OAE has only recently begun to receive greater attention as schools and policymakers explore its integration into formal PE curricula as an approach towards sustainable educational development. This qualitative study explores how PE teachers and teacher educators from six European countries conceptualize the meaning, perceived benefits, challenges, and potential integration of OAE into school PE curricula. Data were collected through written interviews and analyzed using thematic analysis in alignment with the United Nations Sustainable Development Goals (SDGs) framework. Three interrelated themes were produced from the analysis: (a) OAE as a catalyst for youth holistic development, (b) Systemic and structural barriers, and (c) Cultural and contextual diversities. Findings reveal that while educators in Europe recognize OAE's pedagogical value, its implementation is often hindered by systemic constraints, lack of resources, and insufficient policy support. Erasmus+ and similar European initiatives can act as catalysts towards advancing innovation in PE, sharing best practices, and promoting OAE as part of the broader efforts focusing on education for sustainable development.

This literature review explores the intersection of physical education and education for sustainable development in primary education settings. Grounded in the 2030 Agenda and the Sustainable Development Goals, it emphasizes the importance of integrating sustainability principles into physical education to foster holistic, inclusive, and transformative learning. The review is structured around three thematic pillars: (1) the conceptual and institutional framework of sustainable development, (2) the implementation of education for sustainable development in primary schools – including opportunities, challenges, and teacher perceptions, and (3) the pedagogical potential of physical education to advance sustainability through experiential learning and values-based education. Research indicates that physical education has the capacity to make a significant contribution to the Sustainable Development Goals concerning health, inclusion, environmental awareness, and sustainable lifestyles. Physical education’s emphasis on cooperation, empathy, and self-care aligns with the core principles of sustainability. Recent empirical findings suggest that while educators recognize the importance of education for sustainable development, many physical education teachers report limited confidence and training in applying it. This review highlights the importance of targeted professional development that integrates sustainability theory with subject-specific pedagogical strategies. The evaluation of teachers' beliefs and practices is further emphasized to inform the design and the effectiveness of similar programs. To conclude, it can be highlighted that physical education has the capacity to play a significant role in the development of sustainability competencies and the empowerment of young learners to become informed and responsible citizens who are able to address future global challenges.

Typical school provision of physical education, physical activity and sports may impact adolescent physical health. However, systematic literature reviews and meta-analysis have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2023) pertaining to adolescents aged 12–18 years in secondary schools. Twenty-nine studies met the inclusion criteria, including twenty-three interventions, four cross-sectional and two longitudinal studies. Included studies contributed 268 reported effects on indicators of adolescent obesity, physical fitness, blood pressure and bone health. Fifteen studies were included in the meta-analysis and reported significantly positive effects on indicators of adiposity in experimental groups with minor modifications to typical school provision ( g = − 0.11 [95% CI − 0.22, − 0.01], p < 0.04, I 2 = 32.49%), in boys and girls. Subgroup analysis found significantly positive effects for body fat percentage ( g = − 0.28 [95% CI − 0.49, − 0.06], p < 0.01). Robust examples of best practice in schools include extended days dedicated to physical education weekly (≥ 4 days), integration of theoretical components to physical education, sports field/gymnasium availability and a range of training modalities. Studies without the integration of a minor modification to typical school provision were deemed to have a limited impact on adolescent physical health. Further research that examines the additive impact of school physical activity and sports to supplement physical education is warranted.

Abstract Purpose Given the many policies and interventions aimed at increasing physical activity (PA), it is important to understand how levels of PA, sport participation and active travel change over time. The purpose of this study is to assess the participation levels of children and adolescents in sport, PA and active travel in Northern Ireland (NI) and the Republic of Ireland (RoI) and compare differences in participation between 2018 and 2022. Methods A cross-sectional survey was completed by a sample of schoolchildren in 2018 and in 2022 through the Children’s Sport Participation and Physical Activity (CSPPA) study. A representative sample of primary (n = 1549 in 2018, n = 1758 in 2022) and post-primary (n = 5102 in 2018, n = 7123 in 2022) pupils were surveyed in school using standardised self-report PA and sport participation measures. Descriptive statistics, chi-square analyses, linear regression and logistic regression were run for outcome variables. Results Reported participation in daily PA increased at both school levels in NI and RoI between 2018 and 2022 with an increased proportion of pupils meeting the recommended levels of PA (NI: 13% in 2018 and 17% in 2022, RoI: 13% in 2018 and 15% in 2022). The proportion of children taking part in sport at least once a week increased over the last four years at both school levels in NI and RoI. Active travel to or from primary school increased from 36% in 2018 to 40% in 2022 in NI and from 42% in 2018 to 43% in 2022 in RoI. There was no change in the level of self-reported active travel for post-primary pupils in NI. However, reported engagement in active travel decreased from 40% to 35% in RoI. Conclusions The findings from this study suggest small increases in participation in self-reported daily PA, school sport, and community sport between 2018 and 2022. Despite this, participation rates and engagement with active travel remain low. These findings are important for policymakers seeking to address inactivity in children and adolescents in Ireland. Support/Funding Source This study is funded by Sport Ireland, Healthy Ireland and Sport NI, with support from the Departments of Health and Education in ROI.

A scoping review was carried out on the literature relating to the evaluation of the implementation of quality physical education (QPE) programmes and related outcomes on final-stage primary-level pupils’ attitudes towards physical education (ATPE), physical activity behaviour (PAB), mental wellbeing (MWB) and academic achievement (AA). The scoping review included studies published between 2000 and 2020 in the PubMed, Elsevier, SCOPUS and CINAHL databases and was completed in accordance with the PRISMA extension for scoping reviews’ guidelines. Based on the inclusion criteria, 15 out of 2869 studies were included in the review. A thematic analysis was used to inductively and deductively analyse the studies for common themes of features of QPE programmes in primary schools, arising from nine different countries, considering the four outcome dimensions (ATPE, PAB, MWB and AA). The common themes identified as features of QPE across all four dimensions were as follows: (1) government leadership; (2) PE curriculum; (3) school principal and leaders; (4) organisational management from leadership in school; (5) teachers; (6) parental involvement; and (7) community partnerships. Based on these findings, recommendations were made for an evaluation framework on QPE in primary education.

Wearable technologies have become powerful tools for health and fitness and are indispensable everyday tools for many individuals; however, significant limitations exist related to the validity of the metrics these monitors purport to measure. Thus, the purpose of the present study was to validate the step count of three wearable monitors (i.e., Yamax 3D Power-Walker, Garmin Vivofit 3 and Medisana Vifit), as well as two Android apps (i.e., Accupedo Pedometer and Pedometer 2.0), in a sample of healthy adults. These monitors and apps were evaluated in a lab-based semi-structured study and a 3-day field study under habitual free-living conditions. A convenience sample of 24 healthy adults (14 males and 10 females; 32.6 ± 2.5 years) participated in both studies. Direct step observation and Actigraph served as the criterion methods and validity was evaluated by comparing each monitor and app with the criterion measure using mean absolute percentage errors (MAPE), Bland–Altman plots, and Intraclass Correlation Coefficients. The results revealed high validity for the three wearable monitors during the semi-structured study, with MAPE values approximately 5% for Yamax and Vifit and well below 5% for Vivofit, while the two apps showed high MAPE values over 20%. In the free-living study all monitors and apps had high MAPE, over 10%. The lowest error was observed for Yamax, Vifit and Pedometer app, while Accupedo app had the highest error, overestimating steps by 32%. The present findings cannot support the value of wearable monitors and apps as acceptable measures of PA and step count in free-living contexts. Wearable monitors and apps that might be valid in one context, might not be valid in different contexts and vice versa, and researchers should be aware of this limitation.

Typical school provision of physical education, physical activity and sports, which is reflective of the school’s response to the national curriculum, available resources and school ethos, may impact adolescent mental health and wellbeing. Systematic literature reviews have not yet considered this impact. The Web of Science, SPORTDiscus, PsychINFO, ERIC and MEDLINE databases were searched for relevant literature (2000–2022) pertaining to adolescents aged 12–18 years in secondary schools. Twenty studies met the inclusion criteria, including thirteen interventions, five cross-sectional and two longitudinal studies. Included studies contributed 108 reported effects, that examined depression, anxiety, self-esteem, self-efficacy, wellbeing, life satisfaction and positive mental health. Anxiety was the most frequently reported outcome, with 59% of the reported findings found to be non-significant, 24% significantly positive, 12% significantly negative and 6% reporting a negative trend but with no test of significance. Evidence supported the impact of physical education on adolescent mental health and wellbeing. Significantly positive effects were linked to interventions with minor modifications to typical provision such as the integration of teacher workshops and/or implementation of curriculum models. This suggests the importance of supplementing typical school provision of physical education to positively influence future impact.

Basic motor competencies (BMC) belong to the key learning goals of Physical Education (PE) in primary school curricula in Europe. These competencies are necessary to participate in sports inside and outside of school. Children should therefore achieve age-adequate BMC in PE and any need for educational motor support should be identified at an early stage. Studies in German-speaking countries showed that various endogenous and exogenous factors are related to children’s BMC, but international studies are missing. In the present cross-sectional study, the two BMC areas object movement (OM) and self-movement (SM) as well as the associations with endogenous (age, sex, body mass index) and exogenous (participation in extracurricular sports) factors were investigated in 1721 8‑ to 10-year-old primary school children from nine European countries. Over 25% of the children showed need for educational motor support in OM and over 20% in SM. BMC levels differed significantly between the country-specific subsamples. In all subsamples, boys showed better performances in OM, while girls scored better in SM. Older children performed better in OM and SM than younger children. Higher body mass index predicted lower BMC scores in both competence areas. Participation in ball sports was positively associated with OM and SM, and individual sports participation was a significant predictor of SM. As exogenous and endogenous variables consistently predicted BMC in all subsamples, there must be other reasons for variation in BMC levels. Future studies should address country- and school-specific characteristics like content and amount of PE.

Previous research has shown that university students’ decision to use social networks for academic reasons is influenced by several factors. However, until today there is no validated instrument measuring the factors that influence undergraduates to migrate to online networks for educational purposes. The aim of this study was to propose and validate the Push–Pull–Mooring - Physical Education (PPM-PE) questionnaire and examine possible factors that contribute to students’ decisions for social network use. Participants were 302 Physical Education (PE) students from a Greek Faculty of PE and Sport Science. Data analysis with exploratory factor analysis identified a three-factor structure that measured undergraduates’ use of social networks for academic learning purposes. Multivariate analyses of covariance indicated that gender had a significant effect on students’ social networking patterns, while device access did not. Age and hours spent online significantly contributed to the above differences. Findings are discussed in relation to the PPM framework and the idiosyncrasies of online instruction within PE university contexts.