Author(s): ZHENG, Y., CARL, J.2, LIU, F.3, CHOI, S.M.4, TANG, D.1, CHOW, J.Y.5, RUDD, J.R.6, LEUNG, K.Y.S.1, SIT, H.P.1, SUM, K.W.R.1, Institution: THE CHINESE UNIVERSITY OF HONG KONG, Country: HONG KONG, Abstract-ID: 1523

Introduction
Physical literacy (PL) in early childhood is crucial for lifelong physical activity and health of individuals (Lugossy et al., 2021). Physical, cognitive, affective/psychological, and social aspects are considered the four main domains of PL (Keegan et al., 2019). However, previous systematic reviews have focused on the impact of physical activity-related interventions on health indicators, implying that little is known about the reasons for the heterogeneity in effectiveness given potential differences in intervention design. This systematic review with meta-analysis aims to describe and assess the impact of physical activity-related interventions on physical literacy among typically developing preschool children aged 3-6 years.
Methods
10 databases (e.g., Web of Science, Scopus) were systematically searched for peer-reviewed English-language intervention studies. Eligibility criteria aligned with PICOS principles. Two reviewers independently screened records, extracted data, and assessed risk of bias using the Effective Public Health Practice Project (EPHPP) tool. Meta-analysis was conducted using random-effects models to calculate standardized mean differences (SMD).
Results
Out of 42,134 records, 205 studies (N=30,775 children) met inclusion criteria, with 160 being included in meta-analysis (Cohens Kappa: 0.69-0.89). Studies were mainly from North America and Europe (66.3%). Most studies used structured approaches (86.3%). Risk of bias assessment classified 35.6% of studies as having strong, 35.6% moderate, and 28.8% weak quality. Meta-analysis revealed small-to-moderate total effects across PL domains: physical (N=469, d=0.50), cognitive (N=152, d=0.35), affective (N=46, d=0.33), and social (N=34, d=0.04). Subgroup analysis showed that interventions facilitated by external teachers/coaches/researchers were more effective than those facilitated by preschool teachers in all four domains of PL. Combined interventions did not show better outcomes than single interventions.
Conclusion
Physical activity related interventions demonstrate positive effects on various PL domains in preschoolers, while affective and social domains remain understudied. This review provides evidence for the importance of PL-focused interventions in early childhood. Further evidence-based research is needed to optimize intervention design and implementation to maximize PL development across all domains.
1. Keegan, et al. (2019). Defining Physical Literacy for Application in Australia: A Modified Delphi method. Journal of Teaching in Physical Education, 38(2), 105–118.
2. Lugossy, et al. (2021). Learn to Do by Doing and Observing: Exploring Early Childhood Educators’ Personal Behaviours as a Mechanism for Developing Physical Literacy Among Preschool Aged Children. Early Childhood Education Journal, 50(3), 411–424.