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

Reliability and Validity of the Trichotomous Achievement Goal Model in 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