Physical Literacy Assessment Research Articles

Primary School Teachers’ Perceptions of Physical Literacy Assessment: A Mixed-Methods Study

Purpose: Teachers are important stakeholders in supporting children’s physical literacy (PL), yet teachers’ perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p = .008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p = .005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers’ knowledge, confidence, and reduce barriers in implementing PL assessments.

The role of the cultural environment in the development of physical literacy and physical activity of Iranian children

BackgroundThe investigation of physical literacy (PL) and physical activity (PA) should be done in an ecological context because the socio-cultural situation can encourage or inhibit children’s activity. The present study aimed to study the role of the cultural environment in the development of PL and PA in Iranian children.MethodsThe statistical population consisted of Iranian children aged 8 to 12, of whom 270 students were recruited by cluster sampling from six provinces. They complete the Canadian Assessment of Physical Literacy 2 (CAPL-2) and the International Physical Activity Survey. To examine the cultural environment, the components of geographic location (west, south, central, east, and northwest), place of residence (downtown, suburban, and village), and gender (boys and girls) were used. A multivariate ANOVA analysis was used to analyze the data.ResultsFrom the geographic location, the findings showed that students inhabit in the west and east of Iran have significantly higher scores than their counterparts living in the central, south, and northwest at PA and PL (P < 0.001). From the place of residence, we observed a higher level of PA and PL in children living in the village than in those living in the suburbs and downtown (P < 0.001). In terms of gender, boys have higher PL and PA scores (P < 0.001).ConclusionThe findings demonstrate that socio-cultural factors, geographic location, place of residence, and gender have different impacts on children’s PL and physical activity. Therefore, we suggest using ecologically appropriate decentralized planning in a physical education curriculum.

S5-3 Towards national monitoring of physical literacy in Denmark

Abstract Purpose &amp; Method This presentation will focus on the Danish context and will present how physical literacy (PL) is culturally different in Denmark, illustrated by describing how a translation and context adaptation process of the Canadian Assessment of Physical Literacy (CAPL-2) led to the development of ‘MyPL’ – a video-assisted questionnaire that assesses Danish children’s PL self-reported. Primary focus will be on how this questionnaire has been the first step towards national monitoring of the Danish population’s PL. Results During the developmental process of MyPL, researchers from two different Danish universities initiated a collaboration with the Danish Institute of Sport Analysis, resulting in the inclusion of a version of MyPL in their representative survey covering the Danish population’s sport and exercise habits and thus providing a unique opportunity to monitor the population’s PL levels over time. Conclusions The results from this survey will contribute to our understanding of PL in Denmark and further provide valuable insights into how PL levels in the Danish population, most efficiently, is monitored. This presentation will argue for the potentials of a national monitoring of PL and provide valuable insights into the Danish context and the status of PL amongst the Danish population.

O.6.1-2 Motor competencies of elementary-school aged children – investigating the conjoint impact of parenting, school grounds quality, children’s movement behavior and self-confidence

Abstract Purpose To understand factors that impact on children’s motor competencies (MCs) from a socio-ecological perspective. Methods The study is a cross-sectional sub-study of a three-year longitudinal cohort study called ‘Physical Literacy for communities (PL4C)’ in the West Vancouver school district. Motor competencies were assessed by the Physical Literacy Assessment for Youth (PLAY) Fun tool. Children were asked to perform 18 different movement tasks across five domains: running, locomotor, upper and lower body control, balance. Children’s objective physical activity was measured using wrist-worn accelerometer Actigraph GT3X+BT. Through a survey, parents were asked about their children’s amount of time playing outside during workdays and weekdays as well as time doing sports or instructor-led physical activity. The Activity Support Scale for Multiple Groups (ACTS-MG) were included in the survey measuring parental support for children’s physical activity. Quality of the 14 school grounds was measured by using the Sport, Physical activity and Eating behavior: Environmental Determinants in young people (SPEEDY) school grounds audit tool existing of six component scores: cycling provision, walking provision, sports and play facilities provision, other facility provision, design of the school grounds, aesthetics. Results Complete assessment of motor competencies (with PlayFun) were done for 319 children with average age of 7.5 years (90%; 166 boys, 147 girls, 6 non-binaries), whereof the majority was on an emerging- level (79%) regarding overall MC and one fifth on competent- level (n = 67). Participants accumulated MVPA about 111 minutes per day (113 min/d for boys, 109 min/d for girls, p = 0.37). Children with competent-level MC had in average 15 minutes/day more MVPA compared to children with emerging-level MC (p = 0.001). Analysis with structural equation modeling (SEM) revealed that direct significant effects of parenting, school grounds quality, children’s movement behavior varied for each MC and overall MC and between gender. ‘Logistics’ turned out to influence significantly positive most often, and had a positive significant effect on males and females overall MC (g = 0.267, p = 0.004 and g = 0.247, p = 0.011). Conclusions Beside parents logistics support and participation in sports, school grounds seems to impact positively children’s MCs, yet different school grounds qualities enhance girls’ and boys’ MCs in different ways.

S2-3 Physical literacy in Portugal: assessment and intervention developments

Abstract Purpose Physical literacy (PL) is being recognized as a key concept to set the foundation for health enhancing physically active lifestyles for all. Portugal is one of the European countries where PL is gaining momentum. This communication aims to present the Portuguese initiatives on PL assessment and intervention developments. Methods In a first phase the Portuguese representatives on the EUROPLIT group identified diverse national sources of knowledge on PL research, practice and policy and produced a review. After a four-step data analysis conducted by two researchers on the reviews of 25 European countries, a quantitative survey integrating items that reflected the emerging themes from the overall content analysis was completed. The data related to the state of PL in Portugal is presented. Results Portuguese PL research and pedagogical initiatives have been developed since 2016. FMH-ULisboa research group is leading the study and dissemination of PL through the development of PhD projects, the participation in European projects and the implementation of international scientific events. Regarding research efforts, it is highlighted the relevant advances on the study of PL assessment provided by the creation and validation of the Portuguese Physical Literacy Assessment instrument. Other Higher Education Institutions are also starting to create quality research on PL development. Intervention studies are missing, two recent innovative intervention projects were identified regarding PL development through blue spaces, and the effect of active breaks on PL and body composition. PL has recently been adopted in political documents and implemented in undergraduate, master, PhD level and Continuous Professional Development initiatives. Conclusions The journey of implementing PL is beginning in Portugal. Conceptual, review studies and original research on PL assessment have been developed. Intervention studies are needed. Collaborative partnerships across education, sport and health sectors may be key to move PL forward.

S5-2 Co-creating a feasible and valid physical literacy assessment tool for children for use in both educational and community physical activity settings, within England

Abstract Purpose Physical literacy (PL) has been described as a gateway to lifelong participation in physical activity, with relevance to the education, health, and sports contexts. That said, it remains a contested term in research and practice, meaning existing PL assessment tools (PLAT) are inconsistent, with divergent ways to assess PL and the encompassing domains. Furthermore, PLATs often lack feasibility, especially when looking to gain population-level data. Therefore, we are developing a feasible and valid PLAT for children (ages 5-11) for use in both educational and community physical activity settings, within England. Method To develop an England-specific PLAT, the project includes four stages: (1) a review of reviews to identify existing strengths and weaknesses of existing tools, (2) identifying stakeholders’ facilitators and barriers to using a PLAT in an education and/or community sports setting, (3) co-developing a feasible PLAT through a multi-stakeholder co-creation event (researchers, practitioners, policymakers), and (4) pilot testing to assess the tools validity and feasibility. Results The results of the scoping review of reviews revealed very few tools exist that assess all domains of PL. Of the identified tool, where the validity and reliability of the tool were more promising, the feasibility of the tool lacked. These findings were akin to tools assessing one domain of PL. Stages 2 and 3 are currently in process. We anticipate sharing findings from the stakeholder survey, and insights from the co-creation event that will have led to a newly developed PLAT for England. Conclusion The co-created PLAT tool will bring together stakeholders across the education, sport, and health sector to gain consensus around the importance of assessing children’s PL in a bid to improve their physical activity levels. We anticipate the co-developed tool will provide surveillance data on children’s PL levels, which will enhance our understanding of the specific needs of children and young people to improve their PL. Thus, better targeting and tailoring support for children and young people to be physically active throughout their lives. Support/Funding Source The project has been externally funded by Sport England and the London Marathon Group.

Portuguese Physical Literacy Assessment for adolescents (15-18 years): validation using confirmatory factor and composite analyses.

The aim of this study was to assess the construct validity and reliability of the Portuguese Physical Literacy Assessment (PPLA) instruments (a questionnaire and a tool using teacher-reported data). We also investigated the conceptual and practical implications of reflective vs. formative measurement of Physical Literacy using the PPLA. Multiple Confirmatory Factor Analysis (CFA) and Confirmatory Composite Analysis (CCA) models were used complementarily to assess construct validity in a sample of 521 grade 10-12 Portuguese students from Lisbon, Portugal. Bifactor model-based indices (ω), Explained Common Variance (ECV), and Percentage of Uncontaminated Correlations (PUC) were used to assess score reliability and adequacy. Using CFA, an asymmetrical bifactor model (S*1-1) provided the best fit to the data [Robust Comparative Fit Index = 97, Robust Root Mean Square Error Of Approximation = 0.05 (0.04-0.06), Standardized Root Mean Square Residual (SRMR) = 0.04], while CCA resulted in the best absolute fit for single first-order composite models (dG, dL, and SRMR below or borderline of their 95% critical value). Through a reflective paradigm, the total PL score should not be used in isolation (ECV = 0.49, ωH = 0.71, lower than recommended 0.80). Subscales for the Physical, Psychological, and Social domains attained acceptable reliability scores (ωs = 0.76, 0.82, 0.80, and 0.60). A general trait of PL accounts for considerable variance in all indicators. We advise calculation of a total summed PL score and domain scores, which should be interpreted conjointly in applied settings. Despite both paradigms being tenable, future research efforts should use a bifactor measurement model, which permits disentanglement of the variance attributed to the general PL trait and its domains. Overall, evidence supported the construct validity and reliability of the PPLA for its intended use as an integrated tool to measure PL as a multidimensional construct in 15- to 18-year-old Portuguese students in a physical education setting.

ASSESSMENT OF PHYSICAL LITERACY OF SCHOOL-AGE CHILDREN: BASIC APPROACHES AND TOOLS

The concept of literacy has changed at different stages of society. With the increase of cultural demands of society, nowadays, this concept is polymorphic, complex in structure, and dynamic in terms of development, given the constant refinements that consider today's challenges and demands. The study aimed to analyze the approaches and tools/techniques developed on their basis, which allow us to assess school-age children's physical literacy holistically. Well-known tools for assessing the physical literacy of schoolchildren were considered and analyzed: PHE Canada – Passport for Life, PLAY (Canadian Sport for Life – Physical Literacy Assessment for Youth Tools), 60 Min Kids Club Fundamental Movement Skills Assessment Tool, Canadian Assessment of Physical Literacy (CAPL). It was shown that the Passport for Life involves assessing the literacy of children of both primary and secondary school age in four components – active participation, life skills, physical fitness, and motor skills. The tool PLAY involves assessing motor skills, level of knowledge and skills, physical competence, and confidence of the respondent; during pedagogical testing, it is recommended to use the following exercises: running, jumping, throwing the ball, exercises with the ball, walking on the line. The possibilities of the tool in taking into account the age, level of physical fitness, and state of health of the participant were shown. The structure and modifications of the CAPL methodology, the possibilities of the tool for obtaining a comprehensive assessment of physical literacy, and separate data characterizing the level of physical fitness, motor behavior, behavioral aspects of motor activity, psychosocial and cognitive factors were considered. It was established that each of these tools was designed for school-age people, taking into account the level of physical activity or physical fitness of the child and the level of knowledge and behavior in different environments. Such a comprehensive assessment of the level of physical literacy provides an understanding of the factors that hinder or increase physical activity.

The Peculiarities of Physical Literacy Assessment in Primary School Students

Over the last decade, academics, professionals, and politicians have become increasingly interested in the assessment of children’s and adolescents' physical literacy in physical education. Physical literacy has been measured and quantified as a multidimensional term comprising behavioral, psychological, and physical components. The majority of this research was conducted on children and adolescents in educational settings, emphasizing the importance of this age group in establishing the foundations of physical literacy, which will influence lifetime physical activity, health, and well-being. Since there are no studies in the population of Lithuanian primary school students, evaluating children's physical literacy or the validity and reliability of individual physical literacy assessment instruments, the current overview may be useful in guiding the development of future research in this area in our country.&#x0D; The objective of this study is to review the assessment of physical literacy in primary school children from a theoretical standpoint.&#x0D; Methods: analysis of scientific literature and assessment instruments for physical literacy.&#x0D; Conclusions:1. There is no consensus on the assessment of children's physical literacy. Representatives of the idealistic approach suggest using subjective, qualitative, and interpretive methods to monitor a student’s progress on their individual path to physical literacy. Supporters of the pragmatic approach view physical literacy as the result of practical activities that must be measured and assessed using instruments to evaluate fundamental movement skills, physical fitness, motivation, etc.&#x0D; &#x0D; Physical literacy in primary school students could be assessed across four domains: affective, behavioral, cognitive, and physical. The affective part of the assessment tools for elementary school children is indicated by the child's motivation and self-confidence. The behavioral part is reflected by the child's objective physical activity, subjective physical activity, variety and frequency of physical activities, and participation in physical activities in different places and at different times of the year. The cognitive part is shown by the child's knowledge of physical activity and the benefits of taking part in physical activities, as well as by the child's understanding of how to plan and carry out physical activities. The physical part is demonstrated by physical fitness, movement skills, and self-perceived competence.&#x0D; &#x0D; Keywords: physical literacy, primary school students, assessment.

Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for Adolescents: Validity and Reliability of the Psychological and Social Modules using Mokken Scale Analysis.

We examined the construct validity and reliability of the previously developed Psychological and Social modules of the Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) using Mokken Scale Analysis in a sample of 508 Portuguese adolescents in public schools in Lisbon. We used a retest subsample (n = 73) to calculate the Intraclass Correlation Coefficient. Eight PPLA-Q scales can be interpreted as moderate-to-strong Mokken scales (H = .47-.66) with good total-score reliability (ρ = .83-.94), and moderate-to-excellent test-retest reliability (ICC95%CI = .51-.95); four scales had an interpretable invariant item ordering. All but the Physical Regulation scale functioned similarly across sex. Scale-scores correlated as expected, with low-to-moderate correlations across domains supporting convergent and discriminant validity. These results support the construct validity and reliability of the PPLA-Q to assess the psychological and social domains of physical literacy in Portuguese adolescents (15-18years) enrolled in physical education.

Portuguese Physical Literacy Assessment - Observation (PPLA-O) for adolescents (15-18 years) from grades 10-12: Development and initial validation through item response theory.

Aims of these studies were to develop the Portuguese Physical Literacy Assessment Observation instrument (PPLA-O) to assess the physical and part of the cognitive domain of Physical Literacy (PL) through data collected routinely by Physical Education (PE) teachers; and to assess the construct validity (dimensionality, measurement invariance, and convergent and discriminant validity) and score reliability of one of its modules [Movement Competence, Rules, and Tactics (MCRT)]. Content analysis of the Portuguese PE syllabus and literature review were used for PPLA-O domain identification. Multidimensional Item Response Theory (MIRT) models were used to assess construct validity and reliability, along with bivariate correlations in a sample of 515 Portuguese grade 10-12 students (M age = 16, SD = 1). PPLA-O development resulted in an instrument with two modules: MCRT (22 physical activities) and Health-Related Fitness (HRF; 5 protocols); both assessed with teacher-reported data entered in a spreadsheet. A two correlated dimensions Graded Response Model (Manipulative-based Activities [MA], and Stability-based Activities [SA]) showed best fit to the MCRT data, suggesting measurement invariance across sexes, and adequate to good score reliabilities (MA = .89, and SA = .73). There was a moderate to high correlation (r = .68) between dimensions, and boys had higher scores in both dimensions. Correlations among MCRT scores and HRF variables were similar in magnitude to previous reports in meta-analysis and systematic reviews. PPLA-O is composed of two modules that integrate observational data collected by PE teachers into a common frame of criterion-referenced PL assessment. The HRF module uses data collected through widely validated FITescola® assessment protocols. The MCRT makes use of teacher-reported data collected in a wide range of activities and movement pursuits to measure movement competence and inherent cognitive skills (Tactics and Rules). We also gathered initial evidence supporting construct validity and score reliability of the MCRT module. This highly feasible instrument can provide Portuguese grade 10-12 (15-18 years) PE students with feedback on their PL journey, along with the other instrument of PPLA (PPLA-Questionnaire). Further studies should assess inter and intra-rater reliability and criterion-related validity of its two modules.

Development of a German Physical Literacy Assessment for Children in the Context of Health Promotion-An Explorative Approach.

Addressing physical literacy (PL) has become increasingly relevant to counteract sedentary behaviour in children and youth. We developed an assessment tool to measure and evaluate the promotion of individual PL and its four subdomains: motivation and confidence (the affective dimension), physical competence (physical dimension), knowledge and understanding (cognitive dimension), and participation in physical activity. Within this cross-sectional study, we tested 567 children aged 6-12 years from four primary schools that differed in socioeconomic status (SES). A subsequent exploratory factor analysis conducted to examine the conformity revealed a five-factor structure. The five factors explained 39.8% of the total cumulative variance. Children with a low SES yielded lower scores in all subdomains except participation in physical activity. This effect was most pronounced in motor skills (p &lt; 0.001, r = 0.28). Among the children with a low SES, 16.9% were overweight and 17.4% were obese, compared to 11.5% and 5.4%, respectively, for those with a high SES (p &lt; 0.001). In conclusion, although the assessment tool was largely in line with the postulated structure, further adjustments are necessary in terms of participation and motivation. Nevertheless, this holistic view of PL, taking SES into account, should enable the focused promotion of health and health literacy.

Protocol for the PLAYshop randomised controlled trial: examining efficacy of a virtually delivered parent-focused physical literacy intervention for early childhood on child-specific and family-specific outcomes

IntroductionThe PLAYshop programme is a novel, brief, theory-based, parent-focused physical literacy intervention in early childhood designed to address the major public health issue of childhood physical inactivity. The primary objective...

Exploring physical literacy in children aged 8 to 12 years old: a cross-cultural comparison between China and Greece

BackgroundThe concept of physical literacy (PL) has been advocated as a crucial determinant for increasing the quality and quantity of movement and physical activity (PA). Children’s PL has been rarely compared across countries, although it has shown low levels in many countries. This study aimed to explore and compare children’s PL from China and Greece.MethodsA total of 327 Chinese (47.1% boys) and 295 Greek children (48.1% boys) aged 8 to 12 years participated in this study. Children’s PL was objectively assessed by the Chinese and Greek version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge.and Understanding. Univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) on total PL and domain scores were conducted in both countries, respectively.ResultsMANOVA revealed significant differences in total PL and distribution scores between two countries (Pillais’ trace = 0.260, F = 53.855, p < 0.001, η2 = 0.260), with Greek children scoring better than Chinese. Nevertheless, most children failed to present an adequate PL level as they were mostly in the “progressing” stage. The chi-square denoted that the distribution of Chinese and Greek participants across the CAPL-2 interpretive categories was statistically different for total PL (χ2 [3] = 18.726, p < 0.001, Cramer’s V = 0.174), with more Greek children being classified as “achieving” and “excelling”.ConclusionsThe variance between Chinese and Greek children may be attributed to cultural differences in the context of PA, such as PE policies and settings. The relatively low level of PL shown in both countries echoes the global trend of the declining PA among children, with an increasing amount of their time spent in a sedentary lifestyle. These findings highlight the need to consider children’s cultural factors and pedagogical strategies in terms of developing their PL. Future research is required to explore the impact of cultural background on PL development among children and appropriate strategies to migrate their influence.

The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3-6.

The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3–6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3–6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach’s alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3–6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future.

S03-1 Physical literacy, physical activity and wellbeing in Danish children

BackgroundPL is increasingly regarded as a ‘cause of the causes’ to health promotion. Cross-sectional studies have shown associations between children’s PL, physical activity (PA) behaviors and well-being. This presentation aims to present empirical evidence from a large-scale research project in Denmark assessing children’s physical literacy. Results from two studies will be presented and discussed. The first aims to examine the associations between Danish children’s PL and their physical and psychosocial well-being and whether the associations are mediated by moderate-to-high intensity physical activity (MVPA). The second aim is to examine the synergies between movement behaviors and levels of PL.MethodsCross-sectional data from Danish school children aged 7-13 years were collected in Jan-Dec 2020 in the Danish Assessment of Physical Literacy (DAPL) project. PL was assessed with DAPL which measures the affective, cognitive, and physical domains of PL. Sedentary time and time spent in different PA intensities was measured with accelerometers (Axivity), psychosocial well-being was measured with The Strengths and Difficulties Questionnaire (SDQ), and physical wellbeing was measured with the KIDSCREEN questionnaire. In study 1, structural equation models were constructed with PL and MVPA as predictors of physical well-being and four aspects of psychosocial well-being. In study 2 a compositional analysis was applied with average weekly time spent sedentary, in low PA, moderate PA and vigorous PA as the compositional response and levels of PL as predictor.ResultsA positive moderate association between PL and physical well-being, partly mediated by MVPA was observed. PL was positively associated with the positive aspects of psychosocial wellbeing and negatively associated with the negative aspects (behavior problems). None of the associations between PL and aspects of psychosocial wellbeing were mediated by MVPA. Results from study 2 are ongoing.ConclusionsThe studies contribute to evidence on the link between PL, physical activity, and health outcomes. The study found beneficial relations between PL and physical and psychosocial well-being.

The effect of watching models of teaching physical activity on cognitive-motor components and physical competence among children

Introduction: The increase in immobility in all sections of society, especially children and adolescents, has become one of the most important concerns in the health status of this age group. Aim: The main purpose of this study was to investigate the effect of watching models of teaching physical activity on cognitive-motor components and physical competence among children. Method: The current research was a semi-experimental study with two experimental and control groups. The statistical population included all 8-10 year-old boy students of Khoi city in the academic year of 2021-2022. 30 males with aged 8-10 years were voluntarily selected and randomly divided into two experimental groups and one control group. To data collection, we used the Canadian Physical Literacy Assessment Tool (CAPL), Physical Fitness Scale, Progressive Aerobic Fitness Test, Health-Related Physical Fitness Test and Basic Physical Education Training. Univariate and multivariate analysis of covariance were used to compare the groups using SPSS-20. Results: The results of the covariance test showed that virtual education using watching video models and teaching the basic concepts of physical activity have a significant positive effect on the physical competence and cognitive-motor dimensions among children aged 8 to 10 years (P&lt;0.05). Also, the results showed that the group effect is significant (P=0.001, Eta square=0.70, F=56.65). Therefore, the amount of cognitive-motor dimension in the post-test has a significant difference. Conclusion: Based on the results, the virtual education using watching video models and teaching the basic concepts of physical activity increases cognitive-motor function, physical literacy and physical activity among children. Therefore, researchers, teachers and parents of children are recommended to use this method of education to improve the level of physical activity and cognitive-behavioral components of children.

Development of a physical literacy assessment model for adults in China: a modified Delphi study

ObjectivesPhysical literacy (PL) is emerging as a promising strategy to address the crisis of physical inactivity, promote active lifestyles, improve physical fitness and reduce the risk of chronic diseases throughout life. Therefore, the aim of this study was to develop a PL assessment model for adults in China. Study designThis is a Delphi study. MethodsThe following three-step design process was conducted: (1) drafting a preliminary framework for PL assessment through a literature review and telephone interview with experts; (2) a two-round Delphi survey with the experts was used to select items for inclusion in the PL assessment model; (3) the Analytic Hierarchy Process (AHP) was used to quantify the weight of each item included in the final PL assessment model. ResultsA total of 13 experts completed a two-round Delphi survey. After round 1, three domains, 11 sub-domains and 21 elements were identified. Two elements were added after the first-round Delphi survey. In round 2, strong consensus was obtained and a final PL assessment model, including three domains, 11 sub-domains and 23 elements, was established. Specific weights of physical activity (PA) cognition, PA-related behaviour and physical competence were 0.330, 0.347 and 0.323, respectively. In addition, the weights of sub-domains and elements were also calculated. ConclusionsThis study established a PL assessment model and identified specific weights for the individual domains. This study represents the first step in developing a PL assessment tool for adults in China. Further research should focus on developing the PL assessment tool and verifying its validity and reliability.

Associations between children’s physical literacy and well-being: is physical activity a mediator?

BackgroundPhysical literacy (PL) is a multi-dimensional concept that provides a holistic understanding of movement and physical activity. PL contains an affective, a physical, and a cognitive domain, which together lay the foundation for the individual’s capacity and the tendency for participating in physical activities currently and throughout life. PL is increasingly regarded as a ‘cause of the causes’ to health promotion. Cross-sectional studies have shown associations between children’s PL, physical activity behaviours, and well-being. This study aims to examine the associations between Danish children’s PL and their physical and psychosocial well-being and whether the associations are mediated by moderate- to vigorous intensity physical activity (MVPA).MethodsCross-sectional data from Danish schoolchildren aged 7–13 years were collected in Jan-Dec 2020 in the Danish Assessment of Physical Literacy (DAPL) project. PL was assessed with the DAPL which measures the affective, cognitive, and physical domains of PL. MVPA (min/day) was measured with accelerometers (Axivity), psychosocial well-being was measured with The Strengths and Difficulties Questionnaire, and physical well-being was measured with the KIDSCREEN questionnaire. Structural equation models were constructed with PL and MVPA as predictors of physical well-being and four aspects of psychosocial well-being.ResultsA positive moderate association between PL and physical well-being, partly mediated by MVPA was observed. PL was positively associated with the positive aspects of psychosocial well-being and negatively associated with the negative aspects (behaviour problems). None of the associations between PL and aspects of psychosocial well-being were mediated by MVPA.ConclusionsThe study contributes to evidence on the link between PL, physical activity, and health outcomes. The study found beneficial relations between PL and physical and psychosocial well-being. MVPA mediated part of the relationship between PL and physical well-being but not psychosocial well-being.

Validity Evaluation of the College Student Physical Literacy Questionnaire.

BackgroundPhysical literacy (PL) is an important tool to promote physical activity of individuals, and the level of physical literacy of individuals affects their physical activity behaviors. Currently, the physical fitness of college students in China is a prominent issue, and assessing physical literacy among college students may provide tools and directions to further promote physical fitness and precisely intervene in physical activity behaviors of college students in the future. This study aimed to develop a college student physical literacy questionnaire (CSPLQ) to address the lack of currently available physical literacy assessment tools for Chinese college students. We hoped to collect validity evidence of this questionnaire to measure the validity of the physical literacy self-assessment questionnaire among Chinese university students.MethodsAn initial pool of items was obtained from existing research instruments, literature, and expert advice. An expert review panel evaluated its content. A subsequent validation process reduced the pool of items. We conducted a validation factor analysis of the CSPLQ using structural equation modeling. The relationship between physical literacy and other variables was also examined using correlation analysis.ResultsThe item content validity index (ICVI) of CSPLQ was 0.70–0.95. The CSPLQ was composed of a total of 38 items across 3 domains (physical and behavioral domain, affective domain, and cognitive domain) and 7 dimensions (motor skills, motor skills, physical activity, perceptions of healthy living, perceptions of physical activity, motivation to engage in physical activity, and confidence to engage in physical activity). The factor validity of the CSPLQ was determined by significant loading of all items on their expected factors, with good data model fit and good stability between two independent samples were demonstrated. Each subscale had a Cronbach α coefficient >0.9 and was strongly correlated with each other. The correlation coefficients between college students' physical literacy and other variables, including athletic ability, physical condition, physical attractiveness, physical fitness, frequency of physical activity, and length of physical activity, all reached a significance level of P < 0.05.ConclusionThe CSPLQ has sufficient evidence of validity. The development of the instrument showed evidence of validity for the content, response process, internal structure, and relationships with other variables.