Evaluation of a Professional Development Conference to Enhance the Promotion of Physical Literacy


  • Alanna Shwed University of British Columbia - Okanagan
  • Brenda Bruner Nipissing University
  • Barbi Law Nipissing University


This study evaluated knowledge transfer and mobilization among educators and community programmers attending a strategies-based professional development day focused on physical literacy (PL). Delegates (n=97) were invited to complete surveys before, immediately after, and 8-months post-conference. Post-conference, participants (N = 53) reported greater knowledge of PL, t(42) = -5.71, p<.001 and greater skill and knowledge to develop, implement, and evaluate activities that promote PL, t(45) = -4.72, p<.001. While post-summit intentions to implement PL activities were not significantly correlated with follow-up implementation behaviour, implementation behaviour was significantly correlated with follow-up intentions to continue implementing PL activities (r = .610, p<.05). Most respondents of both the post-summit (92%) and follow-up (88%) surveys expressed increased confidence and were highly motivated (88-94%) to implement activities that promote PL. A strategies-based professional development day was beneficial for increasing knowledge, skill, and self-efficacy for implementing strategies promoting PL.





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