Purpose: Physical literacy is a key determinant of health-enhancing physical activity (HEPA), yet validated assessment tools remain limited in non-English-speaking contexts. The PLC-Quest, a 30-item pictorial questionnaire featuring a rabbit character, assesses children’s self-perceived physical literacy across four dimensions: physical, psychological, social, and cognitive. While validated in its original language and known for its child-friendly format, no French version has yet been validated. As physical literacy is embedded in the French school curriculum, an adapted tool should be needed. This study aimed to translate and validate the French version of the PLC-Quest and evaluate its psychometric properties. Methods: The validation followed two main steps: translation and internal validation. The translation process adhered to the Beaton protocol. Two independent bilingual translators produced a French version of the questionnaire. A consensus version was then created and back-translated into English by two others. These back-translations were compared with the original to ensure conceptual and linguistic equivalence, ensuring the integrity of the French version. For the internal validation, 1,000 children aged 6–12 years from France completed the FR-PLC Quest. Construct validity was assessed using confirmatory factor analysis (CFA) based on four domains and an overarching physical literacy construct. Reliability was measured via Cronbach’s alpha and test-retest reliability (intraclass correlation coefficients, ICC). Sensitivity was evaluated using Ferguson’s Delta. Results: Following the Beaton protocol with translators consensus, the French PLC-Quest was edited. 902 children aged between 7 and 12 years were included. Goodness-of-fit indices confirmed the construct validity of the model, indicating an acceptable fit to the empirical data (χ2/df = 3.56). All items demonstrated significant standardised loadings on their respective latent dimensions (standardised estimates >0.40). The FR-PLC Quest also showed excellent test-retest reliability in a subsample (=103) of 12-year-old participants (ICC = 0.82) and high internal consistency (Pα = 0.88). Additionally, the instrument exhibited excellent sensitivity (0.98), reflecting a strong discriminative capacity. Conclusions and Implications: The French PLC-Quest appears to be a valid and reliable tool for assessing physical literacy in children. It can guide the development and evaluation of HEPA-promoting interventions in French-speaking educational and community settings. Support/Funding Source: None Keywords: Psychometric evaluation, self-perception of competence, cultural adaptation, health enhancing physical activity

Research on promoting physical activity (PA) primarily revolves around two key concepts: physical fitness (PF), defined as a set of measurable physical capacities (strength, speed, endurance and coordination), and physical literacy (PL), a multidimensional construct encompassing physical, psychological, social and cognitive dimensions that support lifelong engagement in PA. While both contribute to health outcomes, they are grounded in distinct conceptual paradigms: PF is typically approached from a biophysical and outcome-oriented perspective, focusing on measurable capacities, whereas PL adopts a holistic and process-oriented perspective emphasizing engagement, meaning and lifelong participation. Despite these differences, both constructs are widely mobilized in PA promotion and are often implicitly assumed to be complementary, although their inter-relationship remains poorly understood from an empirical standpoint. This conceptual divergence highlights the need to better understand how these constructs relate to one another. This study examines the associations between PF and PL in children, testing two hypotheses: (1) that overall PF correlates with overall PL, and (2) that specific capacities of physical fitness are linked to distinct dimensions of PL A total of 461 French children (agemean: 7.92 ± 0.65, 49

IntroductionExisting physical literacy (PL) assessment tools primarily evaluate enduring traits and provide limited insight into students’ immediate experiences during physical education (PE) lessons. This study aimed to develop and validate the QPE4PLimpact, a questionnaire designed to assess the situational impact of PE lessons on high school students’ PL. Grounded in a monist and phenomenological perspective, PL was conceptualized as an embodied and contextual construct encompassing physical, psychological-affective, cognitive, and social domains.MethodsQuestionnaire development followed a three-phase process involving (1) domain identification based on existing theoretical frameworks and expert consensus, (2) item generation and refinement via expert feedback and cognitive interviews, and (3) psychometric evaluation with exploratory and confirmatory factor analyses.ResultsThe analyses supported a four-factor, 19-item structure with good reliability and satisfactory evidence of construct validity.DiscussionThe QPE4PLimpact provides a theoretically grounded and pedagogically relevant instrument for assessing the immediate, context-dependent expression of PL in PE lessons. It offers new opportunities for evaluating educational practices and supports future cross-cultural and longitudinal research.

Purpose: This study explores how the integration of holistic health frameworks (One Health, EcoHealth, and Planetary Health) can reshape the mission of physical education (PE) by aligning it with both health promotion and environmental responsibility. In doing so, it redefines physical literacy (PL) as a foundation for developing sustainable, active lifestyles within ecological limits. Methods: A critical narrative synthesis of interdisciplinary literature, policy documents (e.g. UNESCO, World Health Organization), and educational models was conducted to examine the intersections between physical literacy, health education, and sustainable development. Secondly, an analysis of conceptual shifts in the definition of health and their influence on PE’s pedagogical goals and practices was carried out, using comparative matrices to identify the impacts of the three health frameworks on the four dimensions of PL: physical, cognitive, psychological, and social. Results: Our findings show that reorienting PE through Planetary Health promotes physical activities that reduce carbon emissions and raise awareness of planetary boundaries. EcoHealth emphasises embodied and empathetic connections to ecosystems through nature-based activities and community engagement, while One Health prioritises cross-sectoral health practices to prevent zoonotic diseases. Each model reconfigures the development of PL by embedding health education within environmental and social systems thinking, offering distinct yet complementary pedagogical strategies. The article also presents real-world examples (e.g. mountain biking in deprived areas) that operationalise these theoretical models, illustrating the feasibility of PE interventions grounded in PL for sustainability. Conclusions: A reconceptualisation of health in PE, one that acknowledges ecological interdependence, is necessary to address the intertwined crises of physical inactivity and environmental degradation. PL offers a unifying, adaptable framework through which PE can contribute meaningfully to holistic health and sustainability. Adopting context-sensitive health models in PE supports the development of environmentally aware, physically literate citizens committed to active and sustainable lifestyles. Support/Funding Source: This research received no external funding from commercial or not-for-profit sectors. Keywords: Physical literacy, health education, sustainability, planetary health, physical education

This scoping review aims to identify the impact of educational interventions on physical activity levels and physical literacy in Europe. Using the bioecological model, we analyzed the effectiveness of interventions in increasing engagement in physical activity and examined their impact on the dimensions of physical literacy. Our results show that 10 of the 12 selected articles focus on the microsystem (PE lessons) and/or the mesosystem (school-family relationship). The analysis highlights motivation as a predominant target, positively influencing physical and cognitive aspects. The remaining two articles were multilevel interventions, more fully utilizing all dimensions of the bioecological model, and were more successful in increasing weekly physical activity. However, their impact on physical literacy, which lays the foundation for a long-term active lifestyle, remains unclear. We recommend developing intervention research according to the UNESCO framework by creating multilevel and multi-stakeholder interventions to promote physical literacy in schools and establishing cohorts for long-term evaluations. This could improve PE teacher training by raising awareness of effective strategies to promote active lifestyles.

Le manque d’engagement des filles en éducation physique reste marqué, notamment dans les sports collectifs, où elles se sentent souvent moins légitimes et soutenues. Cet article explore la co-construction d’une approche pédagogique innovante basée sur le jeu pour favoriser leur participation. À travers une démarche collaborative entre chercheur et enseignant, la recherche-action menée en collège vise à identifier les leviers et obstacles à l’appropriation de cette approche. Les résultats soulignent les bénéfices d’une co-conception, tout en mettant en évidence les défis méthodologiques et organisationnels à surmonter.

The transition from secondary school to university is a critical period often marked by a decline in moderate-to-vigorous physical activity (MVPA). This study explores how MVPA opportunities evolve during this transition. A longitudinal design was used with 84 participants (58 girls, 26 boys) who wore accelerometers and completed daily diaries for seven consecutive days at two time points (T0: final year of secondary school; T1: first year of university). MVPA ratios were calculated overall and across 13 distinct opportunities. Results showed that overall MVPA remained stable between T0 and T1 (6.6% vs. 6.3%). Girls showed lower MVPA ratios than boys (p < .05). At T0, PE lessons, transport, recess and supervised leisure contributed most to MVPA. At T1, MVPA during PE and recess declined, while transport and autonomous leisure gained importance. These results suggest that opportunity structures for MVPA shifted, highlighting the importance of self-directed and transport-related activities in university life.

Young people worldwide are affected by two main health-related issues: physical inactivity and drowning accidents. Encouraging participation in aquatic physical activities in a safe way could address this dual concern. Aligning theoretical frameworks of physical literacy and water competencies could empower young people with key skills to engage safely and sustainably in aquatic environments. The aim of this theoretical paper is to provide a philosophical, ontological, and epistemological rationale for merging these two frameworks into a new concept: aquatic literacy. The multidimensional concept is presented and describes the intertwined physical, psychosocial, and cognitive domains, which provide a means to empower young people to safely enjoy aquatic opportunities and achieve individual health benefits. This new concept needs supportive empirical data, such as the level of individuals in each domain of aquatic literacy, to be a strong framework for guiding aquatic educators and stakeholders to better engage and protect people worldwide.

This article examines how redefining health through the perspectives of One Health, EcoHealth and Planetary Health can enrich Physical Education (PE) by advancing both health and environmental sustainability. While PE and health education are often treated as separate subjects, most PE curricula worldwide emphasise the promotion of an active lifestyle as a key component of health education through PE. This promotion of an active lifestyle is central to the concept of physical literacy (PL), which is a fundamental aspect of quality PE according to UNESCO (2015). This article focuses on how PE, contributing to health education through the promotion of PL, can evolve to incorporate sustainability goals through the recent new definitions of approaches to health. One Health approach underscores the interconnections between human, animal and environmental health, expanding PL to address zoonotic diseases and ecological impacts. EcoHealth highlights the sustainability of ecosystems, promoting PE activities that (re)connect humans with the more-than-human worlds without causing environmental harm. Planetary Health takes a global perspective, encouraging sustainable physical activities that reduce ecological footprints, such as cycling and walking. By integrating these holistic frameworks, PE can nurture not only individual health outcomes but also environmental stewardship and global health awareness. This shift seeks to educate individuals about their PL, but also their responsibility in preserving ecosystems and the planet, fostering a more sustainable and environmentally aware generation through PE.

Physical activity (PA) is linked to numerous health advantages, but adolescents typically demonstrate inadequate levels of PA, with girls engaging in less PA than boys. This study aims to explore the factors hindering and promoting PA among girls aged 11–18 years, examining how existing literature addresses these factors through an ecological framework. A scoping review was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews protocol. Six databases were searched between October 2022 and November 2024, and 41 articles published between 1993 and 2024 were analyzed. The main barriers to PA for girls were their relationship with their bodies and the influences of peers and teachers, while the main facilitators were social interactions, family or teacher support, and choice of activity. These findings highlight the importance of developing a socioecological framework that addresses personal, interpersonal, and environmental factors to enhance understanding of the issue of girls’ engagement in PA.

BackgroundDespite well-documented health benefits, children's engagement in physical activity remains insufficient, particularly in disadvantaged areas. Schools provide structured opportunities for PA, yet interventions often fail to increase overall moderate-to-vigorous physical activity (MVPA). Recent approaches suggest that focusing on physical activity opportunities (contexts where movement is encouraged) rather than overall volume may yield better results. The & Eacute;colo'coteaux programme aimed to explore whether an outdoor and cycling-based intervention could enhance PA engagement by reshaping daily physical activity opportunities. While outdoor education and cycling interventions have independently demonstrated benefits, their combined effects remain unexplored.MethodsA total of 96 children were assigned to either an intervention or control group. The intervention group participated in an outdoor and cycling education programme (4h/week, October to June), while the control group followed the standard physical education curriculum. PA levels were measured using accelerometers, and daily diaries were used to track PA opportunities. After applying exclusion criteria, 28 children (intervention: n = 10; control: n = 18) were included in the analysis. A two-way repeated-measures ANOVA and Kruskal-Wallis post-hoc tests assessed changes in MVPA and sedentary behaviour (SB) across PA opportunities.ResultsNo significant effect of the intervention on overall SB and MVPA was observed. However, PA patterns were significantly reorganized: the intervention group showed increased MVPA during physical education lessons (+13%) and active transport to school (+6%), while the control group experienced a decline in MVPA during weekend afternoons (-3%) alongside an increase in SB (+7%).ConclusionRather than increasing overall physical activity levels, the intervention influenced the redistribution of physical activity opportunities, promoting physical activity within structured contexts. These findings suggest that outdoor and cycling education can help children better engage in PA opportunities. Future interventions should adopt a multi-level approach, including family involvement, to enhance long-term physical activity engagement.

The World Health Organization advises that adolescents engage in at least 60 minutes of moderate to vigorous physical activity daily. However, a significant proportion of adolescents do not meet this recommendation, with a notable gender gap. Specifically, 92% of girls fall short of this target, compared to 82% of boys. Physical education programs often exacerbate these inequalities. This study aims to investigate, within the ecological framework, the conditions that exacerbate or mitigate gender differences in physical activity engagement during physical education classes. The study is based on a mixed methodology, combining quantitative measures (accelerometers, questionnaires) and qualitative measures (focus groups). Results showed that the odds of girls engaging in high levels of MVPA were substantially lower than those of boys (OR ≈ 0.65), particularly during performance-oriented and opposition activities. Gender disparities were also more pronounced in advantaged and urban schools, whereas rural and lower-SPI contexts showed smaller gaps. Qualitative data revealed that girls often experience social discomfort and judgement, particularly from boys, which undermines their participation. These findings emphasise the importance of rethinking PE practices through an ecological lens by considering the interplay between activity type, school context and social dynamics, to foster more inclusive engagement for all students.

Purpose: To provide safe and high-quality physical education, this study analyzed a physical literacy school-based intervention on active transport to school. Method: A total of 185 pupils (agemean= 11.76 +/- 0.52; 46% girls) participated in the intervention. Pupils from test (n =110) and control (n = 75) groups completed a survey based on their perceptions of the four dimensions of physical literacy (physical, cognitive, psychological, and social). Results: The test group displayed a significantly higher level of overall physical literacy compared with the control group (14.9 vs. 13.4) and also in the specific physical (16.4 vs. 15.3), cognitive (16.0 vs. 12.8), and psychological (15.3 vs. 13.8) dimensions. Boys recorded a significantly higher score than girls (16.7 vs. 14.5), particularly in the test group where girls showed less improvement than boys compared with the control group (+2.78 vs. +1.76). Discussion/Conclusion: Physical literacy is a dynamic process, which may be useful to reinforce the importance of incorporating this concept into physical education lesson planning while focusing on gender differences.

L’objectif de cet article est de présenter les effets d’un programme interventionnel sur l’évolution des attitudes environnementales des bénéficiaires. Soixante-dix enfants de 10,1±0,6 ans inscrits en zone d’éducation prioritaire REP+ ont été séparés en un groupe test (n=42) et un groupe témoin (n=28). Le groupe test a bénéficié d’un programme d’éducation en plein air combinant Forest School et programme d’éducation à l’aventure au cours de l’année scolaire. Le questionnaire psychométrique de Bogner (2018) a permis de catégoriser les attitudes environnementales des enfants selon trois profils (anthropocentré, neutre, écocentré), et les paragons de chacune des catégories ont été interrogés à trois reprises à l’aide d’entretiens d’autoconfrontation. Les résultats quantitatifs ne montrent pas d’évolution significative durant le programme, cependant les entretiens énactifs suggèrent le renforcement des velléités de protection de la nature dans les trois profils. En revanche, les scores d’appréciation de la nature ont diminué chez les élèves écocentrés et neutres, comme si le contact régulier avec la nature était un défi pour ces élèves qui les amenait à moins l’apprécier. Le programme d’intervention Ecolo’coteaux offre un aperçu des avantages potentiels des programmes d’éducation en plein air pour promouvoir la sensibilisation à l’environnement et favoriser une meilleure compréhension du monde naturel.

Cet article présente le programme Ecolo’coteaux, conçu pour améliorer la littératie physique et le rapport à la nature d’enfants issus de milieux défavorisés en France. Sur une année, les élèves ont participé à des activités en plein air combinant éducation en forêt et pratique du vélo. Malgré les défis posés par la pandémie, le programme a permis d’améliorer significativement leurs compétences à savoir rouler à vélo, tout en maintenant le niveau des compétences motrices générales et de motivation à la fois pour l’école et la pratique du vélo, alors que celles-ci décroissaient chez leurs camarades n’ayant pas bénéficié du programme. Cependant, les résultats sur l’activité physique globale et la promotion des attitudes pro-environnementales sont mitigées, soulignant la nécessité d’adapter le programme. Cette initiative met en lumière le rôle crucial d’une éducation physique de qualité pour relever les défis éducatifs actuels, et invite les acteurs de l'Activité Physique à persévérer afin de relever les défis éducatifs liés à l'éducation à l'environnement

Background France (FR) and New Caledonia (NC) are both French territories, one in Western Europe, the other as part of the Pacific Island Countries and Territories (PICTs). Despite schooling in similar educational systems, FR and NC adolescents develop distinct relationships with physical activity, which is influenced by the geographical-cultural and symbolic structures of their respective societies. This study explored the distribution of physical activity according to geographical culture and opportunity-temporal dimensions. Methods Participants were randomly selected, with individual (boys vs. girls), spatial (rural vs. urban), and geographical (FR vs. NC) stratifications. Accelerometers GT3X (ActiGraphTM, Pensacola FL, USA) and daily logbooks were used to measure the physical activity intensity and opportunities during the week. Results A total of 156 participants were included in this study. A significant effect was found in moderate to vigorous physical activity (MVPA) intensity with the geographical-cultural dimension; participants living in FR were more likely to engage in MVPA, especially in five opportunities: school, supervised leisure, home, school breaks, and transport. For both FR and NC adolescents, physical education lessons had the highest MVPA. Conclusion This study showed that MVPA differed in the same national educational system according to geographical culture. Physical education lessons could catch the challenge of an “opportunity education” (opportunities are defined as temporal invitations to engage in PA) by opening the door to two particular opportunities: supervised leisure and active transport.

Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the evaluation de la Litteratie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed-physical; affective; cognitive; and social-with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults' PL, but ELIP still requires further work concerning validity, reliability, and sensitivity.