Acceptability of the ‘Promoting Pupils’ Physical Literacy’ (3PL) intervention: Insights from PE Teachers and Pupils in Grades 4 and 5
Keywords:
Feasibility, Health promotion, Physical activity, PE lesson, School childrenAbstract
Purpose: Physical activity (PA) levels are declining among children in Denmark and globally. Interventions based on PA aim to address this issue by enhancing children’s fundamental movement skills, knowledge and motivation for PA. The Danish intervention ‘Promoting Pupils’ Physical Literacy’ (3PL), adapted from an Irish intervention, was implemented in two Danish public schools among children aged 9-11 years. This study investigated the acceptability of the 3PL intervention from the perspectives of pupils and teachers. Methods: Data were generated through semi-structured interviews with physical education teachers (N = 4), four focus groups with pupils (N = 20) and participant observation of four PE lessons. The Theoretical Framework of Acceptability guided data generation and analysis. Braun and Clarke’s thematic analysis approach was used to identify themes. Results: Three themes were identified: (1) teachers’ previous and current experiences influenced their acceptance of the intervention, (2) pupils’ motivation to participate in PE increased due to 3PL, and (3) pupils and teachers found the intervention’s theoretical foundation meaningful and useful. Conclusion: The 3PL intervention was acceptable to pupils and teachers, suggesting that it was successfully adapted to the Danish context. Further research should investigate the effects on pupils’ PL, alongside enhanced teacher support for implementation.
Downloads
References
Aggerholm, K., Standal, Ø. F., & Hordvik, M. (2018). Competition in Physical Education: Avoid, Ask, Adapt or Accept? Quest, 70(3), 385-400. https://brage.inn.no/inn-xmlui/handle/11250/2581552
Amholt, T. T., Kurtzhals, M., Melby, P. S., Stage, A., Issartel, J., O’Brien, W., Belton, S., Bølling, M., Nielsen, G., Bentsen, P., & Elsborg, P. (2024). Feasibility and acceptability of the Promoting Pupils’ Physical Literacy (3PL) intervention and its effectiveness research design: A study protocol. PlOS One, 19(1), e0294916. https://doi.org/10.1371/journal.pone.0294916
Aubert, S., Barnes, J. D., Abdeta, C., Abi Nader, P., Adeniyi, A. F., Aguilar-Farias, N., Andrade Tenesaca, D. S., Bhawra, J., Brazo-Sayavera, J., Cardon, G., Chang, C.-K., Delisle Nyström, C., Demetriou, Y., Draper, C. E., Edwards, L., Emeljanovas, A., Gába, A., Galaviz, K. I., González, S. A., … Tremblay, M. S. (2018). Global Matrix 3.0 physical activity report card grades for children and youth: Results and analysis from 49 Countries. Journal of Physical Activity and Health, 15(s2), S251–S273. https://doi.org/10.1123/jpah.2018-0472
Belton, S., Issartel, J., McGrane, B., Powell, D., & O’Brien, W. (2019). A consideration for physical literacy in Irish youth, and implications for physical education in a changing landscape. Irish Educational Studies, 38(2), 193–211. https://doi.org/10.1080/03323315.2018.1552604
Belton, S., McCarren, A., McGrane, B., Powell, D., & Issartel, J. (2019). The Youth-Physical Activity Towards Health (Y-PATH) intervention: Results of a 24 month cluster randomised controlled trial. PLOS One, 14(9), e0221684. https://doi.org/10.1371/journal.pone.0221684
Belton, S., O’ Brien, W., Meegan, S., Woods, C., & Issartel, J. (2014). Youth-physical activity towards health: Evidence and background to the development of the Y-PATH physical activity intervention for adolescents. BMC Public Health, 14(1), 122. https://doi.org/10.1186/1471-2458-14-122
Bentsen, P., Bonde, A. H., Schneller, M. B., Danielsen, D., Bruselius-Jensen, M., & Aagaard-Hansen, J. (2020). Danish ‘add-in’ school-based health promotion: Integrating health in curriculum time. Health Promotion International, 35(1), e70–e77. https://doi.org/10.1093/heapro/day095
Bowen, D. J., Kreuter, M., Spring, B., Cofta-Woerpel, L., Linnan, L., Weiner, D., Bakken, S., Kaplan, C. P., Squiers, L., Fabrizio, C., & Fernandez, M. (2009). How we design feasibility studies. American Journal of Preventive Medicine, 36(5), 452–457. https://doi.org/10.1016/j.amepre.2009.02.002
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bremer, E., Graham, J. D., & Cairney, J. (2020). Outcomes and feasibility of a 12-week physical literacy intervention for children in an afterschool program. International Journal of Environmental Research and Public Health, 17(9), 3129. https://doi.org/10.3390/ijerph17093129
Coyne, P., Vandenborn, E., Santarossa, S., Milne, M. M., Milne, K. J., & Woodruff, S. J. (2019). Physical literacy improves with the Run Jump Throw Wheel program among students in grades 4–6 in southwestern Ontario. Applied Physiology, Nutrition, and Metabolism, 44(6), 645–649. https://doi.org/10.1139/apnm-2018-0495
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327. https://doi.org/10.1007/s10464-008-9165-0
Eder, D., & Fingerson, L. (2001). Interviewing Children and Adolescents. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context & method. Sage Publications.
Eveland-Sayers, E.-S. (2022). Relationships between BMI and self-perception of adequacy in and enjoyment of physical activity in youth following a physical literacy intervention. The Sport Journal. https://thesportjournal.org/article/relationships-between-bmi-and-self-perception-of-adequacy-in-and-enjoyment-of-physical-activity-in-youth-following-a-physical-literacy-intervention/
Frohlich, K. L., & Potvin, L. (2008). Transcending the known in public health practice. American Journal of Public Health, 98(2), 216–221. https://doi.org/10.2105/AJPH.2007.114777
Gavigan, N., Belton, S., Meegan, S., & Issartel, J. (2021). Moving well-being well: A process evaluation of a physical literacy-based intervention in Irish primary schools. Physical Education and Sport Pedagogy, 28(2), 196–211. https://doi.org/10.1080/17408989.2021.1967305
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology, 29(2), 75–91.
Halkier, B. (2018). Fokusgrupper [Focus groups] (3rd ed.). Specialtrykkeriet Arco.
Houser, N., & Kriellaars, D. (2023). “Where was this when I was in Physical Education?” Physical literacy enriched pedagogy in a quality physical education context. Frontiers in Sports and Active Living, 5. https://www.frontiersin.org/articles/10.3389/fspor.2023.1185680
Hovdal, D. O. G., Haugen, T., Larsen, I. B., & Johansen, B. T. (2023). “It’s not just about the activity, it’s also about how the activity is facilitated”: Investigating students’ experiences in two competitive situations in physical education. Scandinavian Journal of Educational Research, 67(2), 294–308. https://doi.org/10.1080/00313831.2021.2006306
Jones, M., Defever, E., Letsinger, A., Steele, J., & Mackintosh, K. A. (2020). A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children. Journal of Sport and Health Science, 9(1), 3–17. https://doi.org/10.1016/j.jshs.2019.06.009
Kurtzhals, M., Melby, P. S., Elsborg, P., Nielsen, G., Amholt, T. T., & Bentsen, P. (2022). Intervention adaptation protocol for the holistic school-based intervention, Youth-Physical Activity Towards Health, within a Danish context [Preprint]. Open Science Framework. https://doi.org/10.31219/osf.io/wd5ur
Liu, Y., & Chen, S. (2021). Physical literacy in children and adolescents: Definitions, assessments, and interventions. European Physical Education Review, 27(1), 96–112. https://doi.org/10.1177/1356336X20925502
Moore, G., Campbell, M., Copeland, L., Craig, P., Movsisyan, A., Hoddinott, P., Littlecott, H., O’Cathain, A., Pfadenhauer, L., Rehfuess, E., Segrott, J., Hawe, P., Kee, F., Couturiaux, D., Hallingberg, B., & Evans, R. (2021). Adapting interventions to new contexts—The ADAPT guidance. BMJ, n1679. https://doi.org/10.1136/bmj.n1679
Naylor, P.-J., Nettlefold, L., Race, D., Hoy, C., Ashe, M. C., Wharf Higgins, J., & McKay, H. A. (2015). Implementation of school based physical activity interventions: A systematic review. Preventive Medicine, 72, 95–115. https://doi.org/10.1016/j.ypmed.2014.12.034
Neil-Sztramko, S. E., Caldwell, H., & Dobbins, M. (2021). School‐based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews, 9. https://doi.org/10.1002/14651858.CD007651.pub3
O’Cathain, A., Hoddinott, P., Lewin, S., Thomas, K. J., Young, B., Adamson, J., Jansen, Y. JFM., Mills, N., Moore, G., & Donovan, J. L. (2015). Maximising the impact of qualitative research in feasibility studies for randomised controlled trials: Guidance for researchers. Pilot and Feasibility Studies, 1(1), 32. https://doi.org/10.1186/s40814-015-0026-y
Paynter, C., McDonald, C., Story, D., & Francis, J. J. (2023). Application of the theoretical framework of acceptability in a surgical setting: Theoretical and methodological insights. British Journal of Health Psychology, 28(4), 1153–1168. https://doi.org/10.1111/bjhp.12677
Sekhon, M., Cartwright, M., & Francis, J. J. (2017). Acceptability of healthcare interventions: An overview of reviews and development of a theoretical framework. BMC Health Services Research, 17(1), 88. https://doi.org/10.1186/s12913-017-2031-8
Sekhon, M., Cartwright, M., & Francis, J. J. (2022). Development of a theory-informed questionnaire to assess the acceptability of healthcare interventions. BMC Health Services Research, 22(1), 279. https://doi.org/10.1186/s12913-022-07577-3
Skivington, K., Matthews, L., Simpson, S. A., Craig, P., Baird, J., Blazeby, J. M., Boyd, K. A., Craig, N., French, D. P., McIntosh, E., Petticrew, M., Rycroft-Malone, J., White, M., & Moore, L. (2021). A new framework for developing and evaluating complex interventions: Update of Medical Research Council guidance. BMJ, n2061. https://doi.org/10.1136/bmj.n2061
Skovdal, M., & Cornish, F. (2015). Chapter 4: Participant observation. In Qualitative research for development: A guide for practitioners. Practical Action Publishing Ltd.
Strobl, H., Ptack, K., Töpfer, C., Sygusch, R., & Tittlbach, S. (2020). Effects of a participatory school-based intervention on students’ health-related knowledge and understanding. Frontiers in Public Health, 8, 122. https://doi.org/10.3389/fpubh.2020.00122
Telford, R. M., Olive, L. S., Keegan, R. J., Keegan, S., Barnett, L. M., & Telford, R. D. (2021). Student outcomes of the physical education and physical literacy (PEPL) approach: A pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools. Physical Education and Sport Pedagogy, 26(1), 97–110. https://doi.org/10.1080/17408989.2020.1799967
The Danish Health Authority. (2023). Physical activity for children and adolescents (5-17 years). The Danish Health Authority.
van Sluijs, E. M. F., Ekelund, U., Crochemore-Silva, I., Guthold, R., Ha, A., Lubans, D., Oyeyemi, A. L., Ding, D., & Katzmarzyk, P. T. (2021). Physical activity behaviours in adolescence: Current evidence and opportunities for intervention. Lancet (London, England), 398(10298), 429–442. https://doi.org/10.1016/S0140-6736(21)01259-9
Whitehead, M. (2013). Definition of physical literacy and clarification of related Issues. ICSSPE Bulletin, 65, 29-35.
World Health Organization. (2018). Global action plan on physical activity 2018–2030: More active people for a healthier world. https://apps.who.int/iris/handle/10665/272722
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Olivia Mandal Møller, Thea Toft Amholt, Paulina Sander Melby, Mette Kurtzhals, Anne Sofie Borsch, Peter Elsborg, Peter Bentsen
This work is licensed under a Creative Commons Attribution 4.0 International License.
