Valle-Muñoz V.M. , Rodriguez-Sanchez D. , MENDOZA MUÑOZ, MARÍA, Noll M. , Santos M.P. , Jaakkola T. , Villa-González E.
No
Phys. Educ. Sport Pedag.
Article
Científica
1
1
01/01/2026
001833080400001
2-s2.0-105046103495
Background: Physical literacy (PL), integrating physical, cognitive, and affective domains, has emerged as a critical determinant of lifelong engagement in physical activity (PA). Schools, as primary contexts for children's holistic development, play a pivotal role in nurturing PL through physical education (PE). This review aimed to evaluate the impact of PL-based interventions implemented within PE classes on PL-related outcomes and PA-related behavioral outcomes in children and adolescents (5–17 years). Methods: Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and registered in International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY), a comprehensive search was conducted across seven databases (2000–2025). Eligible studies were required to (1) include interventions explicitly grounded in PL principles, (2) be delivered within school-based PE classes, and (3) assess at least one PL domain (physical, cognitive, affective) or a PA-related outcome. Data on study design, participants, intervention characteristics, and outcomes were extracted, and methodological quality was assessed using the Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I). Results: Seven studies (total n = 1674 participants) met inclusion criteria. All interventions were school-based and integrated PL-oriented pedagogical strategies such as mastery learning, self-reflection, and movement exploration. Most studies (n = 6/7; 85.7%) reported significant improvements in the physical domain, while affective improvements were reported in four of five studies (n = 4/5; 80.0%) and cognitive gains in five studies (n = 5/7; 71.4%). Three studies (n = 3/7; 42.8%) showed increased PA participation or reduced sedentary behavior. However, methodological quality was limited: all studies used quasi-experimental designs, with moderate risk of bias in five studies (n = /7; 71.4%) and serious risk in two studies (n = /7; 28.6%).52 Conclusions: Evidence suggests that PL-based interventions within PE can effectively enhance multiple PL domains and promote more active lifestyles in youth. Nonetheless, findings should be interpreted cautiously given the predominance of non-randomized designs and inconsistent measurement tools. Future research should prioritize randomized controlled trials and standardized, multidimensional PL assessments to strengthen causal inferences and inform educational policy and curriculum design. Impact statement: This review underscores the educational value of embedding PL principles in PE to foster competence, confidence, and motivation for lifelong physical engagement. By integrating physical, cognitive, and affective learning, PL-based approaches advance holistic pedagogy and align with contemporary goals of inclusive and meaningful PE. The findings provide empirical support for educators and policymakers to design curricula that move beyond performance outcomes toward cultivating enduring PL, contributing to both individual well-being and sustainable public health. © 2026 Association for Physical Education.
adolescents; children; physical activity; physical education; physical literacy