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.

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.

Motor competence (MC) is a multifaceted construct influenced by physical, behavioral, emotional, and environmental factors. Its development plays a pivotal role in physical activity participation, health, and well-being. However, the complex, non-linear interplay among these determinants remains underexplored. This study aimed to identify multivariate profiles according to multiple correlates that predict levels of MC in primary school children using a decision tree-based classification model. A cross-sectional sample of 676 children aged 8-12 from five public schools in Valencia, Spain, was assessed on a comprehensive array of variables, including actual MC, physical fitness, anthropometry, motivation, perceived MC, physical literacy, social support, and sedentary behavior. A two-stage hierarchical decision tree model was applied to classify children based on their MC levels. The initial tree identified key predictors of low MC, with cardiovascular endurance and self-determined motivation as dominant discriminators. A secondary tree further refined classifications among ambiguous profiles. Notably, low cardiovascular endurance emerged as a major limiting factor, with few children overcoming its influence despite positive psychological attributes. Conversely, high MC was associated with positive combinations of fitness, motivation, controlled sedentary behavior, and supportive environments. Findings underscore the utility of decision tree models in capturing the nonlinear, multidimensional nature of MC development. Tailored interventions addressing clusters of risk or protective factors are essential to promote motor development and physical literacy in diverse child populations.

The objective of this study was to identify distinct student profiles based on physical, psychological, and social characteristics, and examine their impact on cognitive performance. A total of 194 children participated in this cross-sectional design study (mean age = 10.61 years, SD = 0.45; 48.96% girls). The study included participants from diverse racial backgrounds. Using Self-Organizing Maps, an unsupervised neural network clustering technique, six distinct profiles were identified. These profiles revealed significant effects in daily physical activity, self-reported physical, social, and psychological factors, and physical performance. Profiles characterized by higher physical activity levels and positive social and psychological factors were associated with better cognitive performance, in contrast to profiles with lower levels in these domains. These findings suggest that students’ cognitive outcomes may be linked to their physical, psychological, and social characteristics, which interact to shape cognitive functioning. The recognition of the diversity of student profiles in specific educational settings may facilitate the design of more targeted programs that address individual needs and strengths, thereby enhancing their development in these domains within similar educational contexts.