Guidelines for the Selection of Physical Literacy Measures in Physical Education in Australia

Barnett, Lisa M.; Dudley, Dean; Telford, Richard D.; Lubans, David R.; Bryant, Anna; Roberts, Will; Morgan, Philip J.; Schranz, Natasha; Weissensteiner, Juanita R.; Vella, Stewart A.; Salmon, J.; Ziviani, Jenny; Okely, Anthony D.; Wainwright, Nalda; Evans, John R.; Keegan, Richard

doi:10.1123/jtpe.2018-0219

Cited by 47 publications

(40 citation statements)

References 18 publications

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“…In the USA, SHAPE America has endorsed PE Metrics to assess standards attainment (Dyson et al, 2011; NASPE, 2010) and FitnessGram to assess health-related fitness assessment (Welk and Meredith, 2010). The appropriate selection of instruments for assessing PL has many factors to consider (Barnett et al, 2019); therefore, we summarize the PL assessments in terms of assessed components, targeted users, and scoring methods (see Table 3 in supplemental files).…”

Section: Resultsmentioning

confidence: 99%

Physical literacy in children and adolescents: Definitions, assessments, and interventions

Liu

Chen

2020

European Physical Education Review

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Physical literacy has become a focus in school physical education and youth sports programs. Despite the global attention, physical literacy remains an elusive concept in regards to its definition, assessment, and interventions. In this article, we review the existing scholarship on physical literacy definitions, assessments, and interventions. We first present the historic evolution of physical literacy and the various definitions, followed by a synthesis of its underlying components. We next summarize the current physical literacy assessments along with a commentary on the challenges to accurately and feasibly assess the concept. Following this we describe the characteristics and efficacy of the existing physical literacy-related interventions in children and adolescents. The article concludes with an interpretive discussion of the findings to stimulate future efforts of research, practice, and policy for fostering physically literate individuals.

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Section: Resultsmentioning

confidence: 99%

Physical literacy in children and adolescents: Definitions, assessments, and interventions

Liu

Chen

2020

European Physical Education Review

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“…While physical literacy been identified as a guiding framework and overarching goal of quality physical education (PE) (UNESCO, 2015), there is lack of empirical evidence linking PL to health and well-being outcomes, PA determinants, or its own defining elements (Cairney et al 2019). In part, this may have resulted from the difficulty in defining the concept, debate regarding the appropriateness of assessment, and ultimately, the lack of an accepted measure (Giblin, Collins, and Button 2014;Edwards et al 2017Edwards et al , 2018Robinson, Randall, and Barrett 2018;Barnett et al 2019). Nevertheless, it has been argued that appropriate assessment of childhood PL could improve the standards, expectations, and the profile of PL and PE, which will lead to more 'physically literate' and active children (Tremblay and Lloyd 2010;Corbin 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers themselves have, however, cited barriers to implementing assessment in PE for example; the lack of priority given to PE, limited time, space, and expertise (Lander et al 2016;van Rossum et al 2019), difficulty in assessment differentiation and limited availability of samples (Ní Chrónín and Cosgrave 2013), and varied beliefs, understandings, and engagement regarding assessment (DinanThompson and Penney 2015). Thus, considering the feasibility of an assessment tool is of vital importance when determining appropriate use within educational contexts (Barnett et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Stakeholder perceptions of physical literacy assessment in primary school children

Goss

Shearer

Knowles

et al. 2021

Physical Education and Sport Pedagogy

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Background: UNESCO [(2015). Quality Physical Education Guidelines for Policymakers. Paris: UNESCO Press.] highlighted the importance of developing physical literacy (PL) from childhood, although it remains unclear how best to evidence an individual's PL journey. The aim of this study was to explore key stakeholders' views of current practice, future directions and effective implementation of PL assessment, with a view to informing the development of a rigorous, authentic, and feasible PL assessment. Methods: Purposive samples of children aged between 6-7 years (n = 39), 10-11 years (n = 57), primary school teachers (n = 23), and self-defined experts with an interest in PL (academics n = 13, practitioners n = 8) were recruited to take part in a series of concurrent semi-structured focus groups. Each group included a maximum of six participants, lasted on average 40 (30-90) minutes were audio-recorded and transcribed verbatim. Data were analysed using deductive and inductive thematic analysis and key themes were represented by pen profiles. Results: Higher order themes of (i) existing assessments, (ii) demand for PL assessment, (iii) acceptability of PL assessment, and (iv) factors related to implementation of PL assessments were identified. All stakeholders viewed the assessment of PL as important, but in line with well-established barriers within physical education (PE), assessment was not a priority in many schools, resulting in a variability in existing practice. No assessment of the affective and cognitive domains of PL was reported to be in use at participating schools. All stakeholder groups recognised the potential benefits of using technology within the assessment process. Children recognised that teachers were constantly making judgements to help them improve, and agreed that assessment could help record this, and that assessment should be differentiated for each child. Teachers widely reported that future assessment should be time-efficient, simple, and useful. Conclusion: Study findings revealed a demonstrable need for a feasible PL assessment that could be effectively used in schools. To our knowledge, this is the first attempt to involve these stakeholders, and triangulate data, to inform future PL assessment and practice. Findings provide an evidence base to inform the onward development of a conceptually aligned PL assessment tool, suitable for use in schools. In turn, this will enable robust, empirical evidence to be collated, to evidence theory, and inform practice and policy.

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“…In the US, physical literacy is interpreted as the ability to move with competence and confidence [ 5 ]. In Australia, the understanding of physical literacy covers physical, psychological, cognitive and social domains [ 6 ]. However, in a previous systematic review of definitions of physical literacy, 70% of the papers endorsed the concept raised by Whitehead [ 7 ], which was also adopted by The International Physical Literacy Association.…”

Section: Introductionmentioning

confidence: 99%

Measurements of Older Adults’ Physical Competence under the Concept of Physical Literacy: A Scoping Review

Huang

Sum

Yang

et al. 2020

IJERPH

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Physical literacy, especially in the fields of physical education and public health, has been gaining global interest in recent years. Applying an appropriate method to measure physical competence under the concept of physical literacy for older adults aligns with the goal of healthy aging. In this scoping review, we reflected on previous empirical studies regarding the measurements of physical competence among older adults holistically and systematically to identify and analyze gaps in the topic of “physical literacy” among older adults as a precursor to a systematic review. We searched five databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for Protocols guidelines: (1) SPORTDiscus; (2) PubMed; (3) Scopus; (4) ScienceDirect; and (5) Web of Science. There were 29 studies included in our thematic analysis. Through our review, we found that 73% of the mean age of the participants comprised older baby boomers who were from 65–74 years old as aging continues. Therefore, more effort should be made in developing physical literacy for older adults with the goal of health promotion. Our results showed that most studies adopted both self-reported and objective measures, in which objective measures were widely embraced by scholars in the measurement, while self-reported measures were encouraged to be included in the assessment as well. Using assessment tools to measure a combination of actual physical competence and perceived physical competence is recommended in the measurement of physical competence, especially in older adults. In addition, other elements of physical literacy should be taken into account when measuring physical competency in older adults. For future implementation, when framing the model to chart physical literacy for older adults, it is important to review the definition again and adopt a holistic measurement system including every aspect of physical literacy.

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Guidelines for the Selection of Physical Literacy Measures in Physical Education in Australia

Cited by 47 publications

References 18 publications

Physical literacy in children and adolescents: Definitions, assessments, and interventions

Physical literacy in children and adolescents: Definitions, assessments, and interventions

Stakeholder perceptions of physical literacy assessment in primary school children

Measurements of Older Adults’ Physical Competence under the Concept of Physical Literacy: A Scoping Review

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