Developing Korean children’s physical activity health literacy: Literate, Empowered, Active, Doer program (LEAD)

Abstract

Purpose: The purpose of this study was to describe children’s experiences of the impact of LEAD (Literate, Empowered, Active, Doer) health program on their physical activity health literacy and to describe the characteristics of the LEAD health program that influenced the children’s health literacy enhancement. Methods: Six fifth grade elementary school students (three boys, three girls) were selected as participants. The data were collected from open-ended questionnaires, in-depth interviews, observation, and student journal entries. The data analysis followed the procedure of qualitative content analysis, which consisted of transcription, encoding, and creation of themes. Findings: Findings revealed that the children’s physical activity health literacy was enhanced in four separate manners: (a) became smarter finders of health information, (b) became active agents in sharing and applying health information, (c) valued and expanded physical activity beyond PE class, and (d) understood health as a holistic concept. Regarding program characteristics that influenced students’ changes, three themes emerged: (a) providing specified contents in various physical activities to students (b) granting autonomy to students, and (c) building supportive environments for students.