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Background <p>This study investigated the effectiveness of interventions utilizing non-linear pedagogy for fundamental movement skills (NP-FMS) and a selection of handball sports skills (NP-HSS) on children’s physical literacy and quality of life.</p> Methods <p>A cohort of 130 children, aged 8–10 years, was randomly assigned to two experimental groups and one control group. Physical Literacy and quality of life were evaluated before and after the intervention using the <i>Canadian Assessment of Physical Literacy</i> tool and the <i>Pediatric Quality of Life Inventory</i>.</p> Results <p>The findings revealed that both interventions, NP-FMS and NP-HSS, significantly influence the levels of physical literacy and quality of life. Furthermore, a significant improvement in physical literacy led to a notable enhancement in quality of life. Additionally, the interactive effect of age and group on physical literacy was found to be significant.</p> Conclusions <p>Leveraging core principles of ecological dynamics through the deliberate integration of non-linear pedagogy and the constraint-led approach enables educators to systematically enrich affordance-rich environments, thereby fostering physical literacy and supporting improvements in children’s overall quality of life.</p>

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Effectiveness of affordances on physical literacy and quality of life: investigating the nonlinear approach of fundamental movement skills and a selection of handball sports skills

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月29日

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  • Saeed Valadi,
  • Jalal Dehghanizadeh,
  • Carl Gabbard,
  • John Cairney

摘要

Background

This study investigated the effectiveness of interventions utilizing non-linear pedagogy for fundamental movement skills (NP-FMS) and a selection of handball sports skills (NP-HSS) on children’s physical literacy and quality of life.

Methods

A cohort of 130 children, aged 8–10 years, was randomly assigned to two experimental groups and one control group. Physical Literacy and quality of life were evaluated before and after the intervention using the Canadian Assessment of Physical Literacy tool and the Pediatric Quality of Life Inventory.

Results

The findings revealed that both interventions, NP-FMS and NP-HSS, significantly influence the levels of physical literacy and quality of life. Furthermore, a significant improvement in physical literacy led to a notable enhancement in quality of life. Additionally, the interactive effect of age and group on physical literacy was found to be significant.

Conclusions

Leveraging core principles of ecological dynamics through the deliberate integration of non-linear pedagogy and the constraint-led approach enables educators to systematically enrich affordance-rich environments, thereby fostering physical literacy and supporting improvements in children’s overall quality of life.