ALPHYL 2.0

CIAICO/2022/185

The ALPHYL 2.0 (Active Learning in PHYsical Literacy) project was created to address high levels of sedentary behavior and physical inactivity among children, proposing the school as the key environment to reverse this trend and promote healthy lifestyles. It is based on the model of physical literacy, understood as the motivation, confidence, physical competence, and the knowledge and understanding necessary to value and take responsibility for engaging in physical activity throughout life. 

This project carries out an innovative educational intervention in elementary schools in Valencia, combining the analysis of the social and urban environment with the implementation of "physically active classes."  The project aims to demonstrate that integrating movement into the classroom not only improves physical health and activity levels, but also promotes social inclusion, cognitive function, and academic performance, while providing teachers with tools and training for a more active and holistic education.

physical literacy, elementary education, physical activity, motor competence, school, physical education, physically active learning

Pamela Salazar Cruz - Universidad de Costa Rica

Faculty of Teacher Training. University of Valencia.

You can find us at:

• Av. dels Tarongers, 4, 46022 València, Valencia

• Contact email: isaac.estevan@uv.es

Conselleria d'Educació, Universitats i Ocupació

Publications:

• Molina-García, J., Delclòs-Alió, X., Estevan, I., & Queralt, A. (2026). The Relationship Between Accessibility to Food Destinations and Places for Physical Activity and Children’s BMI: A Sex-Stratified Analysis. Nutrients, 18(3), 493. https://doi.org/10.3390/nu18030493
• Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., Menescardi, C., Álvarez, O., Castillo, I., … Estevan, I. (2026). Effects of a classroom-based randomized control trial to promote children’s physical literacy: The alphyl study secondary outcomes. Journal of Sports Sciences, 44(5), 537–546. https://doi.org/10.1080/02640414.2025.2595412
• Belenguer-Troya, A., Estevan, I., Romero-Martínez, J., Ortega-Benavent, N., Montalt-García, S., & Menescardi, C. (2025). The Impact of Active Breaks and Active Learning Intervention on Children’s Physical Activity, Motor Competence, and Physical Literacy: The BALA Study. Journal of Motor Learning and Development, 1(aop), 1-21.
• Estevan, I., De Meester, A., Veldman, S. L., Mercê, C., Branco, M., Lopes, F., ... & Cordovil, R. (2025). How learning to cycle influences lifestyle: An eight country pooled analysis and person-centered approach. Journal of Transport & Health, 44, 102114.
• Estevan, I., Menescardi, C., Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., Salazar-Cruz, P., ... & Molina-García, J. (2025). Evidence of direct and indirect relationship of the conceptual model of motor development in children. Pensar en Movimiento: Revista de ciencias del ejercicio y la salud, 23(1), 118-137.
• Molina-García, J., García-Massó, X., Menescardi, C., Estevan, I., & Queralt, A. (2025). Parental neighbourhood perceptions and active commuting to school in children according to their sex using a self-organised map approach: a cross-sectional study. BMC Public Health, 25(1), 1089.
• Montalt-García, S., Monfort-Torres, G., Tudela-Petit, M., Marco-Ahulló, A., García-Massó, X., & Estevan, I. (2025). In the Pursuit of the Optimal Path to Motor Competence: A Decision Tree-Based Approach. Research Quarterly for Exercise and Sport, 1–11. https://doi.org/10.1080/02701367.2025.2566952
• Montalt-García, S., Estevan, I., Villarrasa-Sapiña, I., & García-Massó, X. (2025). A person-centered approach to cognitive performance analysis in primary school children: Comparisons through self-organizing maps. PloS one, 20(2), e0318836.
• M. Nevill, A., J. Duncan, M., Romero-Martínez, J., Menescardi, C., Montalt-García, S., & Estevan, I. (2025). Perceived motor competence and cardiorespiratory fitness predict physical activity in children: Insights from an allometric longitudinal model. Journal of Sports Sciences, 43(18), 2020–2030. https://doi.org/10.1080/02640414.2025.2529031
• Ribeiro Bandeira, P. F., Estevan, I., Duncan, M., Lenoir, M., Lemos, L., Romo-Perez, V., ... & Martins, C. (2025). A Multilayer Network Model for Motor Competence from the View of the Science of Complexity. Sports Medicine, 55(2), 245-254.
• Santos-Miranda, E., Cárcamo-Oyarzún, J., Carballo-Fazanes, A., Abelairas-Gómez, C., García-Massó, X., & Estevan, I. (2025). Conceptualización y estructura de la alfabetización motriz en población de habla hispana. Una revisión sistemática. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 11(4), 1-30. https://doi.org/10.17979/sportis.2025.11.4.12397
• Martins, C., Webster, E. K., Romo‐Perez, V., Duncan, M., Lemos, L. F., Staiano, A., ... & Barnett, L. M. (2024). Sex differences in 3‐to 5‐year‐old children's motor competence: A pooled cross‐sectional analysis of 6241 children. Scandinavian Journal of Medicine & Science in Sports, 34(5), e14651. https://doi.org/10.1111/sms.14651
• Menescardi, C., Carballo-Fazanes, A., Ortega-Benavent, N., & Estevan, I. (2024). Exploring an Alternative to Record Motor Competence Assessment: Interrater and Intrarater Audio–Video Reliability. Journal of Motor Learning and Development, 12(2), 412-427. https://doi.org/10.1123/jmld.2023-0067

Upcoming publications: 

• Effects of a classroom-based intervention to promote Physical Literacy in children: the ALPHYL 2.0 Study
• Secondary outcomes of a classroom-based Physical Literacy intervention: The ALPHYL 2.0 study
• Longitudinal changes in student Physical Literacy profiles: Evidence from the ALPHYL 2.0 study
• Spaces that move children: the role of the physical environment in developing motor competence and physical literacy.
• A longitudinal Graph-Based Mediation Analysis of self-perception, motivation and motor development in schoolchildren.
• Comparing Physical Literacy Profiles in Children from Spain and England.
• Perceived Motor Competence in children according to the options of response.
• Teacher´s perceptions of a mixed intervention of Physically Active Learning and Active Breaks: a qualitative study of the BALA Project

• GVA - AICO - Consolidated groups