Evidence map›Paper›PMID 36805731›Full record

ArticleThe international journal of behavioral nutrition and physical activity2023

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

Johannes Carl, Jaime Barratt, Kelly P Arbour-Nicitopoulos, Lisa M Barnett, Dean A Dudley, Peter Holler, Richard Keegan, Matthew Kwan, Raffaele Scurati, Raymond Kim-Wai Sum and 2 more

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in The international journal of behavioral nutrition and physical activity, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
15citing papers in PubMed, 1 pooled it
11.6field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

15 citing papers in PubMed, 1 synthesis or guideline pooled it, 28 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors at 10 institutions in 7 countries.

Johannes CarlDepartment of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058, Erlangen, Germany. johannes.carl@fau.de.ORCID http://orcid.org/0000-0001-7393-0450
Jaime BarrattSchool of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia.ORCID http://orcid.org/0000-0002-6945-6108
Kelly P Arbour-NicitopoulosFaculty of Kinesiology and Physical Education, University of Toronto, 55 Harbord Street, ON, Toronto, Canada.ORCID http://orcid.org/0000-0003-1011-3669
Lisa M BarnettFaculty of Health, Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, 221 Burwood Hwy, Burwood, 3147, Melbourne, Australia.ORCID http://orcid.org/0000-0002-9731-625X
Dean A DudleySchool of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia.ORCID http://orcid.org/0000-0001-5140-9533
Peter HollerFH JOANNEUM, Institute of Health and Tourism Management, Kaiser-Franz-Josef-Straße 24, 8344, Bad Gleichenberg, Austria.
Richard KeeganFaculty of Health Canberra, Research Institute for Sport and Exercise (UC-RISE), University of Canberra, ACT, 2617, Canberra, Australia.ORCID http://orcid.org/0000-0003-4253-4492
Matthew KwanFaculty of Social Sciences, Brock University, Child and Youth Studies, 1812 Sir Isaac Brock Way , ON, St. Catharines, Canada.ORCID http://orcid.org/0000-0002-9757-2771
Raffaele ScuratiDepartment of Biomedical Sciences for Health, University of Milan, Via Kramer 4/4A, 20129, Milano, Italy.ORCID http://orcid.org/0000-0003-3247-1977
Raymond Kim-Wai SumDepartment of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, G09, Kwok Sports Building, Hong Kong, Hong Kong SAR.ORCID http://orcid.org/0000-0002-4051-9945
Nalda WainwrightWales Academy for Health and Physical Literacy, University of Wales Trinity Saint David , College Road, Wales, SA31 3EP, Carmarthen, Great Britain.ORCID http://orcid.org/0000-0002-8277-9649
John CairneySchool of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia.ORCID http://orcid.org/0000-0003-2856-3967
The University of Queensland · AUBrock University · CAChinese University of Hong Kong · HKDeakin University · AUFH JOANNEUM University of Applied Sciences · ATFriedrich-Alexander-Universität Erlangen-Nürnberg · DEUniversity of Canberra · AUUniversity of Milan · ITUniversity of Toronto · CAUniversity of Wales Trinity Saint David · GB

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions.

methodsThe development process was informed by Moher et al.'s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached.

resultsThe panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items).

conclusionThe PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

Indexed as

ExerciseLiteracyConsensusHumansPhysical Education and TrainingQualitative ResearchHealthPhysical activityPhysical EducationStudy QualityTheory

Identifiers

PMID36805731
PMCPMC9938627
OpenAlexW4321275959

What Socratic holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.