Carcamo-Oyarzun Jaime, Rivera-Gutierrez Catalina, Henriquez-Alvear Luis, Delgado-Floody Pedro, Ferbol Cristina, Diaz-Alvarado Mauricio, Cumilef-Bustamante Pablo, Martinez-Lopez Nicolas, Guarda-Saavedra Paula, Candia-Cabrera Paulina, Pavez-Adasme Gustavo, Castillo-Retamal Marcelo, Vargas-Vitoria Rodrigo, Ibarra-Mora Jessica, Veas-Alfaro Luis, Diaz-Guaita Rodrigo, Añazco-Martinez Luis, Estevan Isaac
CIAM Physical Literacy Research Centre, Faculty of Education, Social Science, and Humanities, Universidad de La Frontera, Temuco, Chile.
Department of Physical Education, Universidad de La Frontera, Temuco, Chile.
Front Public Health. 2025 May 14;13:1554070. doi: 10.3389/fpubh.2025.1554070. eCollection 2025.
Physical literacy is a multidimensional concept that encompasses various aspects of an individual's ability to engage in physical activities throughout their lifespan. As a holistic approach, physical literacy (PL) has generated a lot of interest in the field of physical education, physical activity, and health promotion. Despite its growing popularity, the conceptualization and understanding differ among the countries. In the case of Latin America, the concept of physical literacy is still relatively new and influenced different countries, making complex the contextualization for this region. Considering some aspects of public policies that seek to promote physical activity in Chile, such as the national policy of physical activity and sport or the curricular bases of the subject of physical education, this paper seeks to propose the systematized elaboration based on evidence to generate a contextualized consensus with the different actors that can contribute to the development of physical literacy in Chile. This protocol will involve mixed methods throughout the implementation of six work package processes: (1) review of the existing evidence about physical literacy for its understanding in Spanish-speaking populations, (2) analysis of drawings (preschoolers), semi-structured interviews (children, adolescents, and adults), and focus groups (older adults) to investigate the community's view of physical activity, (3) discussion groups and nationwide online questionnaire to analyze the understanding of the concept of PL by both physical education teachers and political actors, (4) discussion groups to consolidate community perceptions on the relevance of physical activity and physical literacy to prepare a preliminary consensus, (5) national consultation on the draft Physical Literacy Consensus Statement text, and (6) discussion and definition of the Physical Literacy Consensus Statement for Chile. This consensus will help stakeholders, teachers, researchers, and the community in general to understand a common concept of physical literacy, which will allow its development, promotion, and application in the Chilean context. Likewise, this work could be a spearhead to the implementation of physical literacy in Latin America and low-and middle-income countries in other regions.
The clinical trial will be registered on ClinicalTrials.gov under the name CONALMOT_CL (COnsenso Nacional en ALfabetizaic MOTriz in Spanish: Physical Literacy National Consensus).
身体素养是一个多维度概念，涵盖个体在其一生中参与体育活动能力的各个方面。作为一种整体方法，身体素养（PL）在体育教育、体育活动和健康促进领域引起了广泛关注。尽管其越来越受欢迎，但不同国家对其概念化和理解存在差异。在拉丁美洲，身体素养的概念仍然相对较新，且对不同国家产生了影响，这使得该地区的情境化变得复杂。考虑到智利旨在促进体育活动的一些公共政策方面，如国家体育活动和运动政策或体育教育学科的课程基础，本文旨在基于证据提出系统的阐述，以便与不同行为者达成情境化共识，这些行为者可有助于智利身体素养的发展。该方案将在六个工作包流程的实施过程中采用混合方法：（1）审查关于身体素养的现有证据，以便在说西班牙语的人群中理解；（2）分析绘画（学龄前儿童）、半结构化访谈（儿童、青少年和成年人）以及焦点小组（老年人），以调查社区对体育活动的看法；（3）讨论小组和全国在线问卷，以分析体育教师和政治行为者对身体素养概念的理解；（4）讨论小组，以巩固社区对体育活动和身体素养相关性的看法，以形成初步共识；（5）就身体素养共识声明文本草案进行全国性咨询；（6）讨论并确定智利的身体素养共识声明。这一共识将有助于利益相关者、教师、研究人员以及整个社区理解身体素养的共同概念，这将使其在智利的背景下得以发展、推广和应用。同样，这项工作可能成为在拉丁美洲以及其他地区的低收入和中等收入国家实施身体素养的先锋。
该临床试验将在ClinicalTrials.gov上以CONALMOT_CL（西班牙语：全国运动素养共识，即COnsenso Nacional en ALfabetizaic MOTriz）的名称进行注册。
