<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ng, Johan YY</style></author><author><style face="normal" font="default" size="100%">Fung, Ying</style></author><author><style face="normal" font="default" size="100%">Sum, Raymond KW</style></author><author><style face="normal" font="default" size="100%">Chan, Cecilia HS</style></author><author><style face="normal" font="default" size="100%">Qing He</style></author><author><style face="normal" font="default" size="100%">Bo Peng</style></author><author><style face="normal" font="default" size="100%">Shan Jiang</style></author><author><style face="normal" font="default" size="100%">Carl, Johannes</style></author><author><style face="normal" font="default" size="100%">Barnett, Lisa M</style></author><author><style face="normal" font="default" size="100%">Ha, Amy S</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Identifying moderators of physical literacy interventions using meta-regression</style></title><secondary-title><style face="normal" font="default" size="100%">Psychology of Sport and Exercise</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2025</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://www.sciencedirect.com/science/article/pii/S1469029225000470</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Elsevier</style></publisher><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">102848</style></pages><isbn><style face="normal" font="default" size="100%">1469-0292</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Physical literacy is a unifying concept that encompasses the physical competence, knowledge and understanding, motivation and confidence for engagement in life-long&amp;nbsp;&lt;a class=&quot;topic-link&quot; href=&quot;https://www.sciencedirect.com/topics/psychology/physical-activity&quot;&gt;physical activity&lt;/a&gt;. In this study, we conducted a random-effects meta-analysis with meta-regression to examine (a) whether existing interventions were effective in enhancing individual's physical literacy and&amp;nbsp;&lt;a class=&quot;topic-link&quot; href=&quot;https://www.sciencedirect.com/topics/social-sciences/physical-activity&quot;&gt;physical activity&lt;/a&gt;&amp;nbsp;engagement, and (b) which factors moderated effectiveness of the interventions. The protocol of the meta-analysis was pre-registered in PROSPERO (Ref: CRD42020213898) on November 22, 2020. Specifically, a comprehensive literature search was conducted, and studies that evaluated any controlled intervention aimed to enhance physical literacy were included. Studies using either randomized or non-randomized designs were included. Intervention effects pertaining to each physical literacy component and activity engagement were pooled using a meta-analytical approach. Using meta-regressions, we investigated if study effects were moderated by characteristics of the interventions. Of the 29 studies included in the analyses, interventions successfully increased: physical competence (&lt;em&gt;k&lt;/em&gt;&amp;nbsp;=&amp;nbsp;18,&amp;nbsp;&lt;em&gt;g&lt;/em&gt;&amp;nbsp;=&amp;nbsp;0.57), knowledge and understanding (&lt;em&gt;k&lt;/em&gt;&amp;nbsp;=&amp;nbsp;13,&amp;nbsp;&lt;em&gt;g&lt;/em&gt;&amp;nbsp;=&amp;nbsp;0.55), motivation and confidence (&lt;em&gt;k&lt;/em&gt;&amp;nbsp;=&amp;nbsp;12,&amp;nbsp;&lt;em&gt;g&lt;/em&gt;&amp;nbsp;=&amp;nbsp;0.44), global physical literacy (&lt;em&gt;k&lt;/em&gt;&amp;nbsp;=&amp;nbsp;27,&amp;nbsp;&lt;em&gt;g&lt;/em&gt;&amp;nbsp;=&amp;nbsp;0.52), and engagement in physical activity (&lt;em&gt;k&lt;/em&gt;&amp;nbsp;=&amp;nbsp;13,&amp;nbsp;&lt;em&gt;g&lt;/em&gt;&amp;nbsp;=&amp;nbsp;0.14). Intervention effects were weaker in school or university settings compared to non-educational settings and a positive bias for studies with smaller samples was found. While these findings were robust, long-term effectiveness of interventions should be further examined, as most included studies only evaluated short-term effects. Systematic approaches for the design and reporting of intervention components are also needed to help researchers design effective and scalable interventions in the future.</style></abstract></record></records></xml>