The effects of the use of reduced feedback frequencies on motor learning remain controversial in the scientific literature. At present, there is still controversy about the guidance hypothesis, with some works supporting it and others contradicting it. To shed light on this topic, an experiment was conducted with four groups, each with different feedback frequencies (0%, 33%, 67%, and 100%), which were evaluated three times (pre-test, post-test, and retention) during a postural control task. In addition, we tested whether there was a transfer in performance to another similar task involving postural control. As a result, only the 67% feedback group showed an improvement in their task performance in the post-test and retention evaluations. Nevertheless, neither group showed differences in motor transfer performance compared to another postural control task. In conclusion, the findings of this paper corroborate the hypothesis of guidance and suggest that the use of a reduced frequency of 67% is a better option for improving motor learning than options that offer feedback at a lower frequency, at all trials or not at all.

Physical literacy is crucial for children’s appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children’s physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8–10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8–10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.

Perceived physical literacy contributes to the understanding of individuals' physical activity (PA) engagement. It is important a scale is validated in the population of interest. Also, the type of administration may affect reliability and validity. So, the aim of this study was twofold: 1) to examine evidence of validity and reliability of the Spanish version of the Physical Literacy for Children Questionnaire (PL-C Quest) in a cohort of children and adolescents and 2) to assess two versions of administering the scale. The study was conducted in two stages, depending on the administration format of the PL-C Quest (double-dichotomous, and four-point response style) in a cohort of 2004 (n₁=916; n₂=1088) students. In both administration forms, evidence of validity (relation with other variables, i.e., concurrent and predictive, and structural validity), invariance (between boys and girls) and reliability (test-retest and internal consistency) were examined. There was evidence of validity for both administration types, with adequate reliability and good to excellent test-retest reliability for both administration forms. Both methods of administration for the PL-C Quest can capture perceived physical literacy in Spanish 8- to 14-year-old children and early adolescents.

Due to the number of children that do not meet the recommendations of physical activity (PA) practice, classroom-based PA, based on active breaks, and active learning can be an opportunity to increase student’s levels of PA within the school context. The aim of this study was to analyze the influence of a multicomponent classroom-based PA intervention on the association between actual motor competence (AMC), PA, and perceived physical literacy (PPL) through multivariate techniques and structural equation modeling. A total of 194 primary school children participated in a 10-month quasi-experimental study. After the intervention, there was an increase in PA and maintenance of PPL levels of the participants’ experimental group, while the levels of PA and PPL of the participants’ control group decreased. Additionally, participants of both groups increased their AMC over time. There were relationships between study variables in T1, while the intervention strengthens the relationships between AMC-PA and AMC-PPL. The results support the benefits of classroom-based PA intervention to promote more active and healthier lifestyle from primary school.

The current study evaluates the secondary outcomes of the Active Learning in Physical Literacy (ALPHYL) randomized controlled trial; a classroom-based intervention aimed at enhancing children's physical literacy through physically active learning (PAL) and quality physical education (PE). A total of 332 fifth-grade students (51.8% girls; mean age: 10.8 years) from six schools were randomly assigned to experimental or control groups. The 9-10-week intervention included daily PAL activities and quality PE lessons, guided by the SAAFE principles. Multilevel linear models assessed outcomes across four domains of physical literacy: physical, psychological, social, and cognitive. Significant group-by-time interaction effects were found for cardiovascular endurance, light PA, and task-involving climate. The experimental group showed improvements in cardiovascular endurance and maintained light PA levels, while a decline in perceived task-involving climate was observed. No significant effects were detected in psychological, or cognitive variables, although descriptive data indicated high enjoyment in school among the experimental group. The ALPHYL intervention improved physical and behavioural aspects of physical literacy, supporting its role in promoting cardiovascular fitness and active behaviours. The findings underscore the importance of long-term, comprehensive strategies to foster holistic child development through school-based PA.

The purpose of this study was: 1) by mediational analysis, to analyze the cross-sectional relationships between actual motor competence (AMC), perceived motor competence (PMC) and physical activity (PA) at four time points (one year apart), 2) by mediatorial analyses, to analyze the longitudinal relationship between these factors (each variable controlled by the previous year), 3) by a cross-lagged model, to analyze the longitudinal association between AMC, PMC and PA across the four years. A convenience sample of 111 Spanish students aged 8-10 years participated in this study. Analyses were carried out through structural equation models to test simple mediation, changes over time and cross-lagged relationships. Objective 1: Analysis supports PMC's mediating role between AMC and PA and also a bidirectional relationship between PMC and PA over the four years. Objective 2: All variables showed they were influenced by previous years, except for PA-T3 and PA-T4 when the model went from AMC to PA. The only bidirectional relationship that remained constant in all years was between PMC and PA. Objective 3: The cross-lagged panel analysis revealed significant autoregressive relationships for AMC, PMC and PA, as well as relationships between PMC and PA for the four years. Longitudinally, an interesting mediational path was found: AMC-T1 → PMC-T2 → PMC-T3 → (PMC-T4 and PA-T3) → PA-T4. The longitudinal association between AMC, PMC and PA, including the prospective meditational role of PMC, was confirmed across the four years with a particular consistency in the bidirectional relationship between PMC and PA.