Validation of the Canadian Assessment of Physical Literacy for Greek children: Understanding assessment in response to culture and pedagogy

Abstract

Physical literacy (PL) is recognized as a channel for promoting holistic learning experiences within physical education (PE). Compared to conceptual advancements made in regard to its development, PL assessment lacks empirical evidence. The purpose of this study was to culturally adapt the Canadian Assessment of Physical Literacy – 2 (CAPL-2) and assess its construct validity in Greek children aged 8–12 years. Participants were 576 children (boys = 268, girls = 308; mean age = 10.22 years, standard deviation = 1.27), from Greek geographical locations. Confirmatory factor analysis (CFA) compared the present sample data to a suggested theoretical model. Analysis of variance models and frequency tabulations were used to examine age and gender associations with CAPL-2 scores. CFA results established a good fit for the data and supported a model with four interrelated domains (χ2(67) = 122.751, p < 0.01; root mean square error of approximation = 0.038; comparative fit index = 0.906; and Tucker–Lewis index = 0.873). Boys’ and older children’s physical competence was higher. Girls and older children scored lower in daily physical activity (PA) behaviour. Knowledge scores depicted misunderstandings in participants’ answers, which can be attributed to enacted Greek PE practices. Motivation was high across age groups and both genders, demonstrating that PA participation is prioritized for Greek children. CAPL-2 interpretive category scores were associated with age and gender, indicating the need for further research concerning their cultural adjustment. The CAPL-2 can be used as a valid and comprehensive instrument for charting Greek children’s PL progress and making judgements in relation to situationally grounded PE perspectives.