Effects of a classroom-based intervention to promote physical literacy in children: the randomized and controlled ALPHYL Study

OBJECTIVES: Physically active learning and quality physical education can be an opportunity to increase physical activity and encourage its practice. Therefore, the study purpose was to analyze the effect of a classroom-based physical activity intervention on children's physical literacy, movement behavior and cognitive performance. DESIGN: Randomized control trial (with retention) and multilevel linear model analysis. METHODS: The Active Learning in Physical Literacy Study was conducted in Valencia (Spain) and involved 332 fifth grade students (10-11 years) from six primary schools (three experimental and three control). The intervention, registered at Clinicaltrials.gov (number NCT05812118), lasted 9-10 weeks and consisted of the implementation of three physically active learning activities for at least 30 min in combination with physical education lessons each day. The outcomes of the intervention were within movement behavior: moderate to vigorous physical activity; within physical literacy: perceived physical literacy, social support for physical activity, actual and perceived motor competence; and within cognitive performance: math fluency and teachers' proxy-report of math performance. RESULTS: A significant interaction effect (group per time) on moderate to vigorous physical activity, actual motor competence, math fluency and teachers' proxy-report of math performance was found. No interaction effect was found in the psychosocial domain (perceived motor competence and physical literacy, and parent and peer support for physical activity). CONCLUSIONS: The Active Learning in Physical Literacy intervention was effective in enhancing movement behavior and cognitive performance. Therefore, movement-centered pedagogy enables the integration of physical activity with learning, which in turn contributes to improving elements of children's physical literacy.