Reliability and validity of the PL-C Quest, a scale designed to assess children’s self-reported physical literacy

Barnett, Lisa M.; Mazzoli, Emiliano; Bowe, Steven J.; Lander, Natalie; Salmon, Jo

doi:10.1016/j.psychsport.2022.102164

Cited by 23 publications

(43 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The Physical Literacy in Children Questionnaire (PL-C Quest) is a self-report pictorial assessment designed for use by school-aged children (5-12 years) (Sport Australia, 2021). The PL-C Quest was chosen for this study as it was designed to map to the Australian Framework of Physical Literacy and promotes a holistic child-centred approach (Barnett et al, 2022a(Barnett et al, , 2022b. It includes 30 questions (matched to the 30 items of the APLF) and takes approximately 12 min to complete for typically developing children aged 7-12 years (Barnett et al, 2022a(Barnett et al, , 2022b.…”

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

“…The PL-C Quest was chosen for this study as it was designed to map to the Australian Framework of Physical Literacy and promotes a holistic child-centred approach (Barnett et al, 2022a(Barnett et al, , 2022b. It includes 30 questions (matched to the 30 items of the APLF) and takes approximately 12 min to complete for typically developing children aged 7-12 years (Barnett et al, 2022a(Barnett et al, , 2022b. The child examines two images, one image with a rabbit character performing the physical literacy task well and one image with the character performing it not so well.…”

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

“…For example, see Figure 2. There are two versions of the PL-C Quest developed for use with: (i) younger children, typically developing 4-8-year old's or those who require assistance with reading and (ii) older children, typically developing 8-12-year olds (Barnett et al, 2022a(Barnett et al, , 2022bSport Australia, 2021). There are words to accompany each of the images that are either read out to the younger children or self-read for older children.…”

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

“…There are words to accompany each of the images that are either read out to the younger children or self-read for older children. The PL-C Quest has evidence for construct validity and internal consistency in typically developing children aged 7-12 years (Barnett et al, 2022a(Barnett et al, , 2022b and was identified as one of the physical literacy instruments with more evidence of validity data in a recent review (Barnett et al, 2023). However, it has not yet been used or tested within a clinical context or with nontypically developing children.…”

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

“…For instance, the physical domain refers to the skills and fitness an individual attains and applies via movement, the psychological domain refers to attitudes and emotions an individual has towards movement, the social domain covers an individual's interaction with others in relation to movement and the cognitive domain includes an individual's understanding of how, why and when they move (Australian Sports Commission, 2020). The 30 elements are interrelated and considered equally important in the development of physical literacy (Barnett et al, 2022a(Barnett et al, , 2022bAustralian Sports Commission, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Assessing physical literacy with school-aged children in occupational therapy practice: An exploratory qualitative study

Clark,

Elliott,

Jerebine

et al. 2024

British Journal of Occupational Therapy

View full text Add to dashboard Cite

Introduction: Physical literacy (the physical, psychological, social and cognitive capacities needed for movement and physical activity) is arguably important to occupational therapy yet is not explicit within current practice. This study aimed to understand how occupational therapists can engage with the physical literacy concept. Method: Eight paediatric occupational therapists were recruited by purposive sampling. Participants completed up to three semi-structured interviews to understand perspectives on physical literacy, introduce a novel pictorial assessment and to seek feedback on the assessment after trialling. Interviews were transcribed verbatim and analysed using reflexive thematic analysis. Results: Sixteen interviews were conducted. Four themes were identified: ‘Foreign tongue’ (occupational therapists have an understanding of physical literacy but used different terminology); ‘Sounds very OT oriented’ (illustrating the connection between physical literacy and occupational therapy); ‘We need the child’s voice’ (measure highlights the child’s perspective); and ‘Contemporary, useful BUT not for all’ (measure had utility for some children but was dependant on child’s condition). Conclusion: Occupational therapists can apply the physical literacy construct to traditional models and core concepts. The assessment can be used in paediatric occupational therapy practice supported by clinical reasoning, although future tool iterations may need to accommodate some children with disability.

show abstract

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

Section: Assessment Instrument Used In Testingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Assessing physical literacy with school-aged children in occupational therapy practice: An exploratory qualitative study

Clark,

Elliott,

Jerebine

et al. 2024

British Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

Understanding the social and emotional domains of physical literacy in post‐secondary education: A scoping review

Van Wyk,

Lafave,

Lafave

et al. 2024

The Curriculum Journal

View full text Add to dashboard Cite

While a variety of definitions persist, a common definition of physical literacy is that it encompasses the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities over the lifespan. While this perspective to physical literacy is broad, a great deal of curricular outcomes still focus on the physical competence, knowledge and understanding aspects of the framework leaving a gap in the holistic nature of the construct. This scoping review explores the construct of physical literacy within post‐secondary education, focusing on how social and emotional dimensions are integrated in teaching, delivery and assessment. This scoping review followed PRISMA‐ScR guidelines. Five online databases were used to identify papers published that used physical literacy in combination with post‐secondary as the educational setting with a focus on curriculum. The findings underscore a substantial gap in the literature. It was identified that the physical aspects of physical literacy were predominant with limited attention to the social and emotional domains. The gap implies that the comprehensive construct of physical literacy, which encompasses non‐physical facets, is often omitted in post‐secondary curricula. The review highlights an unexplored opportunity for post‐secondary institutions to intentionally construct more comprehensive physical literacy programmes. By incorporating social and emotional dimensions into these programmes, students gain a more holistic understanding of physical literacy. Subsequent research can delve into effective integration strategies and the potential benefits of such an approach.

show abstract

Physical Literacy Assessment: A Conceptualization and Tools

Fröberg,

Lundvall

2024

Promotion of Physical Activity and Health in the School Setting

View full text Add to dashboard Cite

Reliability and validity of the PL-C Quest, a scale designed to assess children’s self-reported physical literacy

Cited by 23 publications

References 35 publications

Assessing physical literacy with school-aged children in occupational therapy practice: An exploratory qualitative study

Assessing physical literacy with school-aged children in occupational therapy practice: An exploratory qualitative study

Understanding the social and emotional domains of physical literacy in post‐secondary education: A scoping review

Physical Literacy Assessment: A Conceptualization and Tools

Contact Info

Product

Resources

About