A Mixed-Methods Approach for Informing a Knowledge-Base PL (Physical Literacy) Intervention for Youth in Under-Resourced Communities

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Youth Physical Activity, Interventions, and Professional Development (Table 8)

Abstract

A gold-standard approach to motivating and sustaining children physical activity (PA) engagement is to facilitate their physical literacy (PL) development. The purpose of this study was to identify cognitive and affective conceptual needs for potential PL development in under-resourced pre-adolescence children who enrolled in a federally funded after-school program. Interview and field observation data were collected to gauge the level of scientific declarative and procedure PA knowledge as verbalized and/or displayed. The interview results indicated naïve conceptions and misconceptions. Observation results, as triangulated, demonstrated the apparent impact of the naïve conceptions and misconceptions on their PA engagement. The findings signify an urgent need for a more comprehensive PA intervention to strengthen their knowledge base for long-term positive PA behavior change.

Authors

• Anqi Deng, University of Arkansas at Fayetteville

• Nicole Zarrett, University of South Carolina

• MacKenzie Bewley, University of Louisville

• Ang Chen, University of North Carolina - Greensboro