A games-based assessment in ecological dynamics for measuring physical literacy

Wilkie, Brett; Foulkes, Jonathan; Woods, Carl T.; Sweeting, Alice; Davids, Keith; Rudd, James

doi:10.1016/j.ajsep.2022.03.002

Cited by 5 publications

(10 citation statements)

References 27 publications

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“…The initial design of the observational instrument has been detailed previously in Wilkie et al ( 20 ). In brief, this involved first establishing performance indicators and operational definitions of variables to be used in the tool.…”

Section: Methodsmentioning

confidence: 99%

“…Flexibility and adaptation in movement, to reflect emerging environmental demands are important traits to advance competence and progress physical literacy ( 18 ). Previously, Wilkie et al ( 20 ), developed a games-based assessment tool utilising an ecological dynamics framework providing a rationale that the cognitive, affective and psychomotor domains were observed through game play movement and captured using the emergent game-based assessment tool.…”

Section: Introductionmentioning

confidence: 99%

“…Reliability describes the consistency within the employed analytical procedures across time or observers ( 33 ), typically achieved utilising some combination of test, retest protocol. Therefore, the aims of this paper are to build upon the theoretical model proposed by Wilkie et al ( 20 ) that led to the development of the emergent games-based assessment tool, by establishing the validity and reliability of the psychometric properties of the assessment tool following a systematic process including face and content validity, combined with inter- and intra-observer reliability.…”

Section: Introductionmentioning

confidence: 99%

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Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education

Wilkie

Jordan

Foulkes

et al. 2023

Front. Sports Act. Living

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BackgroundObservational tools can help refine practice design and guide the creation of effective learning environments. The intention of this study was to design and validate an observational instrument for assessing physical literacy that remains more faithful to the philosophically complex and holistic nature of the concept.MethodsFramed by concepts of ecological dynamics, the emergent games-based assessment tool enables capture of children's interactions with their environment, providing insight on the manifestation of physical literacy within physical education games. The design and validation of the instrument consisted of a multistage process: (1) design of the observational instrument and establishing face validity; (2) pilot observation study; (3) expert qualitative and quantitative review to establish content validity; (4) observation training; and (5), establishing observer reliability.ResultsFollowing expert qualitative and quantitative evaluation, Aiken's V coefficient was used to determine content validity. Results achieved demanding levels of validity (V ≥ 0.78) for all retained measurement variables. Cohen's κ values for inter- and intra-observer reliability ranged from 0.331 to 1.00 and 0.552 to 1.00, generally reporting “substantial” agreement during inter-observer analysis and “substantial” to “almost perfect” agreement during intra-observer analysis.ConclusionsThe final model of the emergent games-based assessment tool, with 9 ecological conceptualisations of behaviour, 15 measurement variables, and 44 categorical observational items was found to be valid and reliable, providing both educators and researchers with a useful mechanism to assess physical literacy during gameplay.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education

Wilkie

Jordan

Foulkes

et al. 2023

Front. Sports Act. Living

Self Cite

View full text Add to dashboard Cite

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“…Permeating this discourse is the concept of physical literacy (Edwards et al, 2017;Keegan et al, 2013;Whitehead, 2013a), which was reimagined by Whitehead (2001) in response to unease surrounding developments within PE and concerns pertaining to physical inactivity patterns in the United Kingdom. Common themes persistently articulated within the literature highlight that physical literacy involves equal consideration of movement competence, attributes, behaviours, knowledge, understanding and the valuing of interactions with the physical world (Wilkie et al, 2022). As a concept, physical literacy has gained in popularity globally, attracting extensive support within PE policy and practice (Durden-Myers et al, 2018b;Tremblay et al, 2018;Young et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Is the development of physical literacy ubiquitous in high-quality physical education?

Wilkie,

Santana Cáceres,

Marchena

et al. 2023

European Physical Education Review

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Current physical literacy recommendations include a focus on enhancing teachers’ knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept.

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“…In addition to kinaesthetic intelligence, another potential that must be developed in every student is physical literacy ability. According to Wilkie et al (2022), Li, Sum, Sit, Liu, & Li, (2021 and Ahmad , physical literacy is the ability to identify, understand, interpret, create, respond effectively, and communicate using the dimensions of human needs in a wide range of situations and contexts. According to and Brown, et al (2020), that physical literacy can be interpreted as a foundation in the formation of behavior, awareness, understanding of active lifestyles, pleasure in carrying out activities, the ability to identify, understand, interpret, respond effectively in the use of body movement abilities in a context that wide and varied.…”

Section:  Introductionmentioning

confidence: 99%

Kinesthetic Intelligence and Physical Literacy of Elementary School Students: A Case of Islamic Elementary School in Riau

Purnando

Sukarno

Rusmini

2022

JPP

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Objective: This study aims to provide an overview of the profile of kinaesthetic intelligence abilities and physical literacy abilities of students at Raudatul Athfal Al-Hidayah Tembilahan-Riau. Methods: The approach used in this research is quantitative with the sampling technique being total sampling. Findings: the kinaesthetic intelligence profile of children in Raudatul Athfal Al-Hidayah in Tembilahan-Riau is dominated by children (students) with "good" abilities as many as 36.84%, 31.58% "high" category, 23.68% "medium" category, and 7.90% "low" category. As for the physical literacy ability, it is dominated by children with the ability in the "good" category as much as 32.90%, the ability in the "very good" category as much as 30.26%, the "moderate" category as much as 11.84%, and the remaining 11.84 % categorized as "low". Conclusion: there is a significant correlation between kinaesthetic intelligence and children's physical literacy abilities. Therefore, it also shows that kinaesthetic intelligence has a significant effect on children's physical literacy abilities.

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A games-based assessment in ecological dynamics for measuring physical literacy

Cited by 5 publications

References 27 publications

Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education

Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education

Is the development of physical literacy ubiquitous in high-quality physical education?

Kinesthetic Intelligence and Physical Literacy of Elementary School Students: A Case of Islamic Elementary School in Riau

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