Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers

Abstract

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.

Associations between perceived and actual physical literacy level in Chinese primary school children

“…While perceived PL is feasible and practical to assess in a normal school environment, the significant associations between the perceived PL and actual levels of PL can provide a different angle for measuring students' PL level. Given that children's perceptions can directly reflect their actual PL level based on the assumed interpretation, Perceived Physical Literacy Instrument (PPLI) would be a more convenient tool to use in the educational environment [17,18]. Currently, PPLI has already been adopted in Hong Kong secondary schools to examine the effect of teaching intervention on adolescents' PL and learning outcomes [2].…”

“…"I possess self-management skills for fitness"). To be more specific, Knowledge and Understanding examined whether an individual's acquisition of knowledge and understanding contributed towards the benefits of being physically literate; the dimension of Self-expression and Communication with others monitored levels of physical literacy when an individual expresses himself or communicates with the environment through physical activities; Sense of self and Self-confidence related to the participant's sense of self and his/her self-confidence when participating physical activities [18]. Each response was rated on a 5-point Likert scale, ranging from strongly disagree to strongly agree.…”

“…PL perceptions may also be important for children's physical activity. Perceived physical literacy (perceived PL) has been constructed through the development of the Perceived Physical Literacy Instrument (PPLI) in PE teachers and adolescents within the educational setting [17,18]. The validated instrument identified perceived PL as an individual's perceived capability in pursuing a healthy and active lifestyle [19], which includes three attributes: (1) Knowledge and Understanding; (2) Self-expression and Communication with others; and (3) Sense of self and Self-confidence.…”

Beden Eğitimi Öğretmenleri için Algılanan Beden Okuryazarlığı Ölçeği nin Faktör Yapısının Türkiye Örneklemine Yönelik Sınanması

“…In Turkish context, this issue becomes even more critical as the physical activity level of the youth is very low according to recent studies (Yildizer et al, 2018). Thus, the aim of this study was to investigate validity and reliability of "Perceived Physical Literacy Instrument for Physical Education Teacher" developed by Sum et al (2016) among Turkish physical education teachers.…”

Comments on the development of an oral health‐related self‐efficacy scale for use with older adults

“…Split sampling is a commonly used method for questionnaire development and validation so that the dataset is split into two parts, one part for developing and the other for validation. [2][3][4][5] In other words, in one part of the dataset the construct of the questionnaire will be identified by exploratory factor analysis, and in the reminder, its validity will be tested by confirmatory factor analysis. [2][3][4][5] The authors recruited a remarkable sample size (n = 646 Japanese older people) for the study; however, we are wondering why the authors did no attempt to split the dataset and to determine the validity of the Geriatric Self-Efficacy Scale for Oral Health questionnaire in the proper way.A take home message for readers is that questionnaire development and validation on the same dataset is a common mistake in biomedical research.…”