Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD4201706221

Disruptive Behaviors of Elementary School Students

The purpose of this study is to examine the relationships among elementary school level boys and girls' expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students' disruptive behaviors for both gender. Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding

Self-Reported Persistence/Effort

Problem Statement: The assumption of the achievement goal theory is to develop competence and the notion that students set goals for themselves for participating in physical education classes. These goals for themselves for participating in physical education classes. These goals can influence their cognition, attitude and behaviour. Therefore, the achievement goal theory is a major theoretical framework for research on achievement-related cognitions and behaviors in sport and physical education settings. Achievement goal research in physical education has been conducted primarily in the United States and other Western countries. Research evidence, however, suggests that social, cultural and contextual factors influence student's achievement-related cognition, affect and behaviour.Purpose of Study: The primary objective of this study was to examine achievement goals and their relationship to student persistence/effort for both male and female students in physical education classes.Methods: Two hundred and twenty-nine 8(th) and 11(th) grade Turkish students (122 boys and 107 girls) completed questionnaires assessing their achievement goals and persistence/effort. Before running Pearson correlation and regression analyses,a one-way MANOVA and follow-up univariate F tests were conducted to determine gender differences.Findings and Results: The results of this study showed that mastery and performance-approach goals demonstrated significant positive predictors of persistence/effort for both gender groups. The results also showed that no differences emerged in the mean scores of achievement goals and persistence/effort between gender groups.Conclusions and Recommendations: The results of the CFA and Cronbach a coefficients support the viability of the trichotomous model as a theoretical perspective in the assessment of student achievement goals in a physical education setting. Results of the study revealed no differences in the mean scores of achievement goals and persistence/effort between boys and girls. Mastery goals and performance-approach goals emerged as significant positive predictors of students' self-reported persistence/effort, but their predictive power differed by gender. Overall, results of this study provide additional empirical support for the trichotomous achievement goal model in general and to Turkish students specifically in the context of school physical education. More studies are need in this area in order to appropriately understand the motivational processes across the gender. Such information gained from this line of inquiry would not only help the development of theory but could also led to a better understanding of gender-appropriate motivational techniques

an Elementary School Physical Education Setting

Problem Statement: The trichotomous model has been applied widely in academic and university settings but little is known about its utilization in physical education settings; therefore, it seems reasonable to study the efficacy of the trichotomous achievement goal model in elementary school physical education settings.Purpose of Study: The purpose of this study is to examine whether the trichotomous achievement goal model utilized with high school and university undergraduate students might also be applied to elementary students in physical education settings.Methods: Participants included 158 students (68 boys and 90 girls) in grades 3-6 enrolled in a rural school district located in south-central Texas. Participants came from a public elementary school within the district. Their ages ranged from 8-12 years. Students' mastery, performance-approach, and performance-avoidance goals were assessed using a 15-item questionnaire. The factorial validity of the models and internal consistency reliability were tested with confirmatory factor analysis and tests of internal consistency. Data were analyzed by AMOS 5.0 and SPSS 11.5.Findings and Results: After some modifications, the results indicated that all indices (chi(2)/df = 1.09, CFI = .99, NNFI = .98, and RMSEA = .02) represented an excellent fit between the three-factor model and the data, with factor loadings ranging from .40 to .84. Cronbach's alphas for the three scales were .74, .85, and .71, respectively, indicating acceptable internal consistency. Reliability and validity analyses confirmed the existence of the three-factor achievement goal model in elementary school physical education, which is consistent with findings reported in the academic and university settings and other physical education settings. Results of this study revealed that the trichotomous achievement goal model fit the data well and demonstrated satisfactory psychometric properties.Conclusions and Recommendations: Given that reliability and validity analyses produced valid scores, the trichotomous achievement goal model is applicable to elementary school physical education settings. Future researchers, however, might examine and assess other forms of reliability and validity in different educational settings and with students from more diverse backgrounds

and Effort/Persistence in Physical Education

This study examined students' perceived motivational climatesand explored how their perceived motivational climates mightaffect their reported persistence/effort in physical educationclasses. Participants consisted of 111 8th graders and 117 11thgraders attending two public schools in central Turkey. Because 8thand 11th grades in Turkey represents a critical period of schoolingin which students have to begin to prepare for the national highschool and university entrance examinations, these grades werepreferred to be involved in this study. In this study that used thePerceived Motivational Climate in Sport Questionnaire and Self-Reported Persistence/Effort Questionnaire, pearson-productcorrelations were performed to examine relationships betweenmotivational climate and self-reported persistence and effort,simultaneous multiple regression analysis was employed toexamine how motivational climates might affect student reports oftheir persistence/effort, and a multivariate analysis of variance(MANOVA) was used to examine gender and grade differencesamong the participants on the two perceived motivational climates.Pearson-product correlation analysis showed that task and ego-involved climates related positively to student persistence/effort.Multiple regression analysis revealed that task and ego-orientedclimates were significant positive predictors of persistence/effort.The MANOVA yielded a significant main effect for gradedifferences (p < .001). Follow-up univariate ANOVAs revealed that8th graders placed significantly higher values on students' self-reported persistence/effort. These findings indicate that thecomplex nature of perceived motivational climate in influencingstudents' persistence/effort may depend on physical educationsettings, grade levels, and socio-cultural norms

Models in Turkish University Physical Activity Settings

The present research is designed to continue exploration of the reliability and validity of the 2 x 2 and trichotomous achievement goal frameworks in Physical Education Teacher Education (PETE) Turkish undergraduate physical activity courses. One hundred and fifty eight Turkish undergraduate students (116 males; 42 females) served as participants. They completed both the trichotomous and 2 x 2 achievement goal scales. Confirmatory factor analysis (CFA) was employed to examine and construct the validity of both the 2 x 2 and trichotomous achievement goal models. The results showed that the 2 x 2 achievement goal model represents an adequate fit to the data (chi(2)/df = 1.66, CFI = 0.91, GFI = 0,93, NNFI = 0,89, and RMSEA = 0.06). Cronbach's alpha coefficients for the mastery-approach, performace-approach, mastery-avoidance, and performacne-avoidance goals were 0.65, 0.68, 0.72, and 0.60, respectively, indicating acceptable internal consistency. However, CFA analysis pointed out that the trichotomous achievement goal model provided a poor fit to the data (chi(2)/df = 1.59, CFI = 0.85, GFI = 0.88, NNFI = 0.69, and RMSEA = 0.06), although Cronbach's alpha coefficients in the trichotomous achievement goal model indicated acceptable reliability (mastery goals = 0.70, performance-approach goals = 0.73, and peiformance-avoidance goals = 0.64). Results from the present study indicate that only the 2 x 2 achievement goal model provides a reliable and valid measure of achievement goals for Turkish undergraduate students

Disruptive Behaviors of Elementary School Students

The purpose of this study is to examine the relationships among elementary school level boys and girls' expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students' disruptive behaviors for both gender. Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding

Self-Reported Persistence/Effort

Problem Statement: The assumption of the achievement goal theory is to develop competence and the notion that students set goals for themselves for participating in physical education classes. These goals for themselves for participating in physical education classes. These goals can influence their cognition, attitude and behaviour. Therefore, the achievement goal theory is a major theoretical framework for research on achievement-related cognitions and behaviors in sport and physical education settings. Achievement goal research in physical education has been conducted primarily in the United States and other Western countries. Research evidence, however, suggests that social, cultural and contextual factors influence student's achievement-related cognition, affect and behaviour.Purpose of Study: The primary objective of this study was to examine achievement goals and their relationship to student persistence/effort for both male and female students in physical education classes.Methods: Two hundred and twenty-nine 8(th) and 11(th) grade Turkish students (122 boys and 107 girls) completed questionnaires assessing their achievement goals and persistence/effort. Before running Pearson correlation and regression analyses,a one-way MANOVA and follow-up univariate F tests were conducted to determine gender differences.Findings and Results: The results of this study showed that mastery and performance-approach goals demonstrated significant positive predictors of persistence/effort for both gender groups. The results also showed that no differences emerged in the mean scores of achievement goals and persistence/effort between gender groups.Conclusions and Recommendations: The results of the CFA and Cronbach a coefficients support the viability of the trichotomous model as a theoretical perspective in the assessment of student achievement goals in a physical education setting. Results of the study revealed no differences in the mean scores of achievement goals and persistence/effort between boys and girls. Mastery goals and performance-approach goals emerged as significant positive predictors of students' self-reported persistence/effort, but their predictive power differed by gender. Overall, results of this study provide additional empirical support for the trichotomous achievement goal model in general and to Turkish students specifically in the context of school physical education. More studies are need in this area in order to appropriately understand the motivational processes across the gender. Such information gained from this line of inquiry would not only help the development of theory but could also led to a better understanding of gender-appropriate motivational techniques

Models in Turkish University Physical Activity Settings

The present research is designed to continue exploration of the reliability and validity of the 2 x 2 and trichotomous achievement goal frameworks in Physical Education Teacher Education (PETE) Turkish undergraduate physical activity courses. One hundred and fifty eight Turkish undergraduate students (116 males; 42 females) served as participants. They completed both the trichotomous and 2 x 2 achievement goal scales. Confirmatory factor analysis (CFA) was employed to examine and construct the validity of both the 2 x 2 and trichotomous achievement goal models. The results showed that the 2 x 2 achievement goal model represents an adequate fit to the data (chi(2)/df = 1.66, CFI = 0.91, GFI = 0,93, NNFI = 0,89, and RMSEA = 0.06). Cronbach's alpha coefficients for the mastery-approach, performace-approach, mastery-avoidance, and performacne-avoidance goals were 0.65, 0.68, 0.72, and 0.60, respectively, indicating acceptable internal consistency. However, CFA analysis pointed out that the trichotomous achievement goal model provided a poor fit to the data (chi(2)/df = 1.59, CFI = 0.85, GFI = 0.88, NNFI = 0.69, and RMSEA = 0.06), although Cronbach's alpha coefficients in the trichotomous achievement goal model indicated acceptable reliability (mastery goals = 0.70, performance-approach goals = 0.73, and peiformance-avoidance goals = 0.64). Results from the present study indicate that only the 2 x 2 achievement goal model provides a reliable and valid measure of achievement goals for Turkish undergraduate students

and Effort/Persistence in Physical Education

This study examined students' perceived motivational climatesand explored how their perceived motivational climates mightaffect their reported persistence/effort in physical educationclasses. Participants consisted of 111 8th graders and 117 11thgraders attending two public schools in central Turkey. Because 8thand 11th grades in Turkey represents a critical period of schoolingin which students have to begin to prepare for the national highschool and university entrance examinations, these grades werepreferred to be involved in this study. In this study that used thePerceived Motivational Climate in Sport Questionnaire and Self-Reported Persistence/Effort Questionnaire, pearson-productcorrelations were performed to examine relationships betweenmotivational climate and self-reported persistence and effort,simultaneous multiple regression analysis was employed toexamine how motivational climates might affect student reports oftheir persistence/effort, and a multivariate analysis of variance(MANOVA) was used to examine gender and grade differencesamong the participants on the two perceived motivational climates.Pearson-product correlation analysis showed that task and ego-involved climates related positively to student persistence/effort.Multiple regression analysis revealed that task and ego-orientedclimates were significant positive predictors of persistence/effort.The MANOVA yielded a significant main effect for gradedifferences (p < .001). Follow-up univariate ANOVAs revealed that8th graders placed significantly higher values on students' self-reported persistence/effort. These findings indicate that thecomplex nature of perceived motivational climate in influencingstudents' persistence/effort may depend on physical educationsettings, grade levels, and socio-cultural norms