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Moving Beyond the Gym: A Content Analysis of YouTube as an Information Resource for Physical Literacy

Author

Listed:
  • Trevor Bopp

    (Department of Sport Management, University of Florida, Gainesville, FL 32611, USA)

  • Joshua D. Vadeboncoeur

    (Department of Sport Management, University of Florida, Gainesville, FL 32611, USA)

  • Michael Stellefson

    (Department of Health Education and Promotion, East Carolina University, Greenville, NC 27858, USA)

  • Melissa Weinsz

    (Department of Sport Management, University of Florida, Gainesville, FL 32611, USA)

Abstract

The Internet, and particularly YouTube, has been found to be and continues to develop as a resourceful educational space for health-related information. Understanding physical literacy as a lifelong health-related outcome and facilitator of an active lifestyle, we sought to assess the content, exposure, engagement, and information quality of uploaded physical literacy videos on YouTube. Two researchers collected 300 YouTube videos on physical literacy and independently coded each video’s: title, media source of upload, content topics related to physical literacy, content delivery style, and adherence to adapted Health on the Net Foundation Code of Conduct (HONcode) principles of information quality. Physical literacy videos that focused on physical activity and behaviors were the strongest predictor of high quality ratings, followed closely by videos covering affective domains (motivation, confidence, and self-esteem) of physical literacy. The content delivery method was also important, with videos utilizing presentations and testimonials containing high quality information about physical activity. Thus, providers of physical literacy and health-related online video content should be aware of and adhere to the expected quality standards. As health information expectations and ethical standards increase, the Internet, and specifically YouTube, has the potential to enhance video resources, virtual networking opportunities, as well as the sharing, dissemination, accumulation, and enrichment of physical literacy information for all.

Suggested Citation

  • Trevor Bopp & Joshua D. Vadeboncoeur & Michael Stellefson & Melissa Weinsz, 2019. "Moving Beyond the Gym: A Content Analysis of YouTube as an Information Resource for Physical Literacy," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:18:p:3335-:d:265838
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    References listed on IDEAS

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    1. Ellen Wartella & Vicky Rideout & Heather Montague & Leanne Beaudoin-Ryan & Alexis Lauricella, 2016. "Teens, Health and Technology: A National Survey," Media and Communication, Cogitatio Press, vol. 4(3), pages 13-23.
    2. Mehmet Yildirim & Sema Uslu, 2018. "Investigation of Reasons of Social Media Usage of Physical Education and Sports School Students," International Journal of Higher Education, Sciedu Press, vol. 7(6), pages 129-129, December.
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    Cited by:

    1. Trevor Bopp & Michael Stellefson, 2020. "Practical and Ethical Considerations for Schools Using Social Media to Promote Physical Literacy in Youth," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    2. Michael Stellefson & Samantha R. Paige & Beth H. Chaney & J. Don Chaney, 2020. "Social Media and Health Promotion," IJERPH, MDPI, vol. 17(9), pages 1-5, May.
    3. Juan Gabriel Martínez-Navalón & Vera Gelashvili & José Ramón Saura, 2020. "The Impact of Environmental Social Media Publications on User Satisfaction with and Trust in Tourism Businesses," IJERPH, MDPI, vol. 17(15), pages 1-17, July.

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