Investigating the relationship between emotions and physical literacy in a quality physical education context.

Affective experiences have been shown to influence attitudes and future behaviors related to physical activity, but no studies have related these experiences to physical literacy or examined affective experiences in quality physical education (QPE). The aim of this study was to describe emotions experienced in a QPE context and relate those emotions to students' physical literacy and self-esteem. A cross-sectional study of 145 4th and 5th grade students was surveyed after a single PE class on their emotional experiences (positive emotions: pride, enjoyment, and relief; negative, emotions: shame, anger, and boredom; aggregate emotional experience as the sum of positive and negative emotions) physical literacy (self-description and movement valuation) and self-esteem.

Development of a Global Physical Literacy (GloPL) Action Framework: Study protocol for a consensus process.

Background: The holistic concept of physical literacy (PL) has gained growing attention in recent research, policy, and practice. Many important policy documents of the physical activity and educational fields (e.g.

Database quality assessment in research in paramedicine: a scoping review.

Background: Research in paramedicine faces challenges in developing research capacity, including access to high-quality data. A variety of unique factors in the paramedic work environment influence data quality. In other fields of healthcare, data quality assessment (DQA) frameworks provide common methods of quality assessment as well as standards of transparent reporting.

"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context.

Introduction: In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation.

A cross-sectional study of Canadian children's valuation of literacies across social contexts.

Background: Children, on average, do not engage in sufficient physical activity to reap the physical, mental, and social health benefits. Understanding the value that children place on movement across social contexts, and the relative ranking of this valuation, may help us to understand and intervene on activity levels.

Method: This exploratory study examined the valuation of reading/writing, math, and movement across three social contexts (school, home, with friends) among children 6-13 years of age (= 7,845; 51.