Paediatric motor difficulties and internalising problems: an integrative review on the environmental stress hypothesis.

The current study aims to provide an in-depth analysis and extension of the Environmental Stress Hypothesis (ESH) framework, focusing on the complex interplay between poor motor skills and internalising problems like anxiety and depression. Using an integrative research review methodology, this study synthesises findings from 38 articles, both empirical and theoretical, building upon previous foundational works. The hypothesis posits that poor motor skills serve as a primary stressor, leading to internalising problems through various secondary stressors.

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.

Bi-directional associations between physical activity and growth indicators of pre-school aged children.

Physical activity for young children provides a wealth of benefits for health and development. However, little is known about the inter-relationship of physical activity and growth indicators. The aim of this study was to test the bi-directional associations of physical activity and growth indicators in children under five years of age.

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT).

Background: The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently.

Stability of M-ABC-2-measured motor functioning in early childhood: Evidence from a large prospective cohort.

Aim: Some studies have reported that children with poor motor functioning tend to improve over time. However, much existing research does not account for regression towards the mean (RTM). Here, we examine measurement stability among 589 children aged 4-5 years.

The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis.

Background: The holistic concept of physical literacy assumes that individuals require adequate cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity behavior. In recent years, the research field has undergone rapid development and has also yielded an increasing number of interventions that aim to translate the theoretical-philosophical ideas into practical endeavors.

Objective: The goal of the present pre-registered systematic review was to (a) provide a general overview of evaluation studies on physical literacy interventions and (b) to quantitatively examine the effectiveness of physical literacy interventions.

Physical literacy predicts the physical activity and sedentary behaviours of youth.

Objectives: This study examined the physical activity (PA) and sedentary behaviour (SB) along with the developmental progression of 2,087 Canadian students. It also examined whether their physical literacy (PL) predicts latent class affiliations and transition probabilities from grades 5 to 6 and whether this affiliation in grade 6 predicts body mass index (BMI) and self-concept by grade 7.

Design: Longitudinal observational study.

The Impact of Changes in Physical Education Class Enrollment on Moderate-to-Vigorous Physical Activity Among a Large Sample of Canadian Youth.

Background: Few youth engage in sufficient daily moderate-to-vigorous physical activity (MVPA), and the likelihood of meeting guidelines declines through secondary school. Physical education (PE) can afford youth with opportunities for MVPA. Therefore, the purpose of this study was to investigate the impact of changes in PE enrollment on MVPA and MVPA guideline adherence in Ontario and Alberta secondary students.