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Association Between Physical Literacy and Physical Fitness Among Children and Adolescents: A S ystematic Review

2026-06-05T13:46:56Z

Title: Association Between Physical Literacy and Physical Fitness Among Children and Adolescents: A S ystematic Review Authors: Mendes, Inês; Flôres, Fábio; Serpa, Joana; Peralta, Miguel; Soares, Denise; Vieira, Fernando; Marconcin, Priscila Abstract: Background: Physical literacy (PL) develops the fundamental movement skills, knowledge, and confidence required for lifelong physical activity (PA), thereby improving fitness and overall health. Objectives: T o examine the relationship between PL and physical fitness (PF) in children and adolescents. Methods: Databases were systematically searched in 2023, following PRISMA guidelines and using the PICOD strategy across PubMed, Web of Science, Scopus, ERIC, and SPORT Discus. Study selection, data extraction, and methodological quality assessment (using the Newcastle-Ottawa Scale) were independently conducted by two reviewers. Extracted data included study design, country, sample characteristics (age and sex), PL assessment instruments, PF outcomes, and main findings. PL was assessed with validated scales, and PF was evaluated with standardized fitness tests. Only cross-sectional studies were included. Results: From the 556 studies, nine met the inclusion criteria, totaling 12,228 participants. Higher PL was associated with healthier body composition and better aerobic fitness, with associations primarily reported through correlation and regression analyses. Physical activity acted as a mediator in this relationship. Conclusions: Improved PL is associated with better PF outcomes in children and adolescents, underscoring the importance of promoting PL to support long-term health and PA engagement.

Shifting Attention and Response Time Performance in Adolescents: Effects of External and Internal Focus

2026-06-05T11:06:49Z

Title: Shifting Attention and Response Time Performance in Adolescents: Effects of External and Internal Focus Authors: Flôres, Fábio; Cardozo, Priscila; Soares, Denise; Drews, Ricardo Abstract: Aim: To examine the effects of attentional focus on adolescents’ response time performance and investigate whether sports participation moderates this effect. Methods: Fifty-eight adolescents (16.46 years) were randomly assigned to one of three groups: external focus of attention (EF), internal focus of attention (IF), or control. Participants performed a response- time task using a visual stimulus. A 3 × 2 factorial ANOVA was conducted, with attentional focus group (external, internal, control) and sports participation (yes, no) as between- subjects factors. Results: A significant main effect of attentional focus was found, with the EF group outperforming the IF and control groups. Sports participation alone was not a significant factor, and the interaction between attentional focus and sports participation was not statistically significant. However, exploratory analyses suggested a possible tendency for adolescents engaged in sports practice to respond more favorably to an EF strategy, though these findings should be interpreted with caution. No significant differences were observed among non-sports participants. Conclusion: These findings reinforce the benefits of an external attentional focus for adolescent response-time performance. Although exploratory, the results suggest that adolescents engaged in sports practice may respond more favorably to EF, highlighting the potential relevance of reconsidering commonly used IF instructions in youth sports and educational contexts.

Are teachers missing the beat on students’ motor competence?

2026-03-23T16:39:12Z

Title: Are teachers missing the beat on students’ motor competence? Authors: Flôres, Fábio; Serpa, Joana; Vieira, Fernando; Pombo, André; Soares, Denise; Shabanliyski, Dimitar; Cordovil, Rita Editors: De Conti, Gustavo Abstract: Purpose: Compare physical education (PE) teachers’ perceptions of their students’ motor competence (MC) with students’ objectively assessed actual motor competence. Methods: 20 PE teachers and 340 students participated. Teachers were asked to estimate the student MC. Normative videos of the performance on each test (Standing Long Jump, Shuttle Run, Shifting Platforms, Jumping Sideways, Ball Throwing, and Kicking Velocity) were presented to assess teachers’ perceptions of MC. Paired t-tests with Cohen’s d quantified differences between children’s actual motor competence and teachers’ perceptions, alongside error tendency analyses (accurate, over-, or under- estimation) using a 5% threshold. Associations and agreement between perceived and actual MC were examined using Pearson correlations and Bland-Altman plots. Findings: Teachers overestimated MC in most tests, particularly stability-related tasks such as the Shifting Platforms test (p < 0.001). However, underestimations were evident in the Standing Long Jump test (p < 0.001), where students performed above national values. Also, there was a tendency to underestimate the lateral jumps, but it was not significant. Conclusion: Our findings underscore the need for targeted teacher training programs and curriculum adjustments to improve assessment accuracy, ensuring that PE instruction effectively promotes skill development.

Practical Work in Natural Sciences Education: Development and Validation of a Qualitative Data Collection Instrument

2026-01-26T01:06:06Z

Title: Practical Work in Natural Sciences Education: Development and Validation of a Qualitative Data Collection Instrument Authors: Oliveira, Hugo; Bonito, Jorge Editors: Franke, Todd Michael Abstract: This article presents the development and validation process of a qualitative data collection instrument aimed at analysing natural sciences teachers’ perceptions of practical work in lower secondary education (third cycle) in Portugal. The methodological approach combined a systematic literature review following PRISMA guidelines with an analysis of relevant curricular frameworks and legal documents. Based on the triangulation of these sources, a semi-structured interview guide was constructed, validated by a panel of five experts from four Portuguese public universities, and tested through a pilot interview. The final instrument comprised seven dimensions and fourteen subdimensions, totalling 44 items. It demonstrated methodological rigour and practical applicability for qualitative data collection and analysis. Findings indicate that the instrument enables a comprehensive exploration of teachers’ practices and perceptions regarding practical work, offering a valuable contribution to the research on didactics of science and to the professional development of teachers. Also, the application of this instrument will enable teachers and researchers to characterise the dynamics of practical work carried out with young students in natural sciences education across seven structuring dimensions: (1) Conceptual; (2) Limitations; (3) Advantages; (4) Evaluative; (5) Operationalisation; (6) Textbook; and (7) Curricular.