Perceived physical literacy instrument for adolescents: A further validation of PPLI

Abstract

Background/ObjectiveThe purpose of this study is to examine the reliability and validity of “Perceived Physical Literacy Instrument” (PPLI) questionnaire in adolescents.MethodsBased on physical literacy literature, a 9-item instrument was developed for initial tests. The self-report measure was administered to 1945 adolescents in Hong Kong. Confirmatory factor analysis (CFA) was used to examine a three-factor structure of physical literacy. A chi-square difference test analysed several competing models and compared the results between the proposed models (i.e., a three-factor solution) and other alternative models (i.e., a one-factor or two-factor solution). Furthermore, the measurement invariance across gender groups was examined by using multiple-group confirmatory factor analysis. Mean scores for physical literacy factors were also examined by demographic characteristics.ResultsConfirmatory factor analysis (CFA) showed that the construct demonstrated a good fit to the model. For convergent validity, our results, evaluating the factor loading of each items, the values of composite reliability (CR) and the average variance extracted (AVE) of the three factors, revealed that the three-factor validity of physical literacy was satisfactory. The chi-square difference test between models was significant indicating that all the latent variables had satisfactory discriminant validity. Moreover, the findings of measurement invariance showed that the PPLI is invariant across gender.ConclusionsThe PPLI thus appeared to be reliable and valid as a measure of the perceived physical literacy of adolescents. Thus, along with other validated instruments, protocols and research designs, the PPLI could be widely used to test adolescents' self-perception of physical literacy and their own physical and mental health conditions and thereby health. Physical education professionals may thus recommend appropriate intervention programmes for younger generations.

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

“…Each response was rated on a 5-point Likert scale, ranging from strongly disagree to strongly agree. Adapted from a previous version from PE teachers, the current questionnaire was proved to be valid through Confirmatory Factor Analysis (CFA), which showed chi-square (χ 2 = 321.54, df = 24, p < .05), CFI = .95, RMSEA = .08, SRMR = .04 [17]. The questionnaire also showed an acceptable reliability with α values ranging from .68 to .76.…”

“…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].…”

“…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.…”

Temporal Precedence of Physical Literacy and Basic Psychological Needs Satisfaction: A Cross-Lagged Longitudinal Analysis of University Students

“…In the PE learning process, individuals improve their intrinsic motivation and confidence through their own experiences of participating in sports and through their physical activity abilities, further promoting their individual PL [9]. It is worth noting that in the PE learning domain, students will generate autonomous motivations, improve the psychological support factors for practicing physical activity, and thus enhance their PL [4,11]. Past studies in PE have recognized several antecedents that influence students' BPNS, such as autonomy support [12], social environmental contexts [2], mastery of the climate (e.g., perceive in the self the innate needs for autonomy, competence and relatedness) [13,14], and interpersonal involvement [15].…”

Association between the levels of perceived physical literacy and physical activity amongst undergraduates in Mainland China: A cross-sectional study

“…At present, the International Physical Literacy Association has set a clear definition that has solved the long-standing confusion [2]. Moreover, the Perceived Physical Literacy Instrument (PPLI) was invented to measure the perceived PL of PE teachers and adolescents in Hong Kong [26,27]. Then, the Cantonese version of PPLI was translated into simplified Chinese to test the perceived PL of undergraduates in Mainland China [28].…”