Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Authors
1 Department of Movement behavior and sports psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
2 , Department of Movement behavior and sports psychology, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
3 Department of Physical Education, Agricultural Sciences And Natural Resources University Of Gorgan , Gorgan, Iran.
Abstract
Introduction: It is essential to become physically literate to develop movement skills, as the knowledge and motivation necessary to lead an active lifestyle. The aim of this study was to determine the validity and reliability of Canadian physical literacy knowledge and motivation questionnaires among 8-10-year-old children in Isfahan.
Methods: These questionnaires were translated using the translation–back-translation methodology into Persian and adapted to the Iranian context. A Persian version of these questionnaires was evaluated for its psychometric properties by 384 students aged 8 to 10 in Isfahan city (Iran). The construct validity of the questionnaires was determined using exploratory and confirmatory factor analyses based on structural equation modeling, and the internal consistency was checked using Cronbach's alpha coefficient. The test-retest method determined the temporal reliability of the questionnaires.
Results: Face validity was confirmed by five experts in the field of motor behavior. According to the obtained thresholds, the construct validity was acceptable based on the goodness of fit index. A Cronbach's alpha coefficient greater than 0.85 was obtained for the knowledge and motivation questionnaire as its dimensions. The test-retests within two weeks showed that the intragroup correlation coefficients for all five components were acceptable for both boys and girls.
Conclusion: Based on the results, the Persian version of Canadian Physical Literacy Knowledge and Motivation Questionnaires for 8-10-year-old children had good validity and reliability. Therefore, it is appropriate to use these tools to measure the children's physical literacy in Isfahan city.
Keywords
Cale, L., & Harris, J. (2018). The role of knowledge and understanding in fostering physical literacy. Journal of
Teaching in Physical Education, 37(3), 280-287.
Dania, A., Kaioglou, V., & Venetsanou, F. (2020). Validation of the Canadian Assessment of Physical Literacy
for Greek children: Understanding assessment in response to culture and pedagogy. European Physical
Education Review, 26(4), 903-919.
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., Cooper, S. M., & Jones, A. M. (2018). Measuring'
physical literacy and related constructs: a systematic review of empirical findings. Sports Medicine, 48(3), 659-
682.
Elsborg, P., Melby, P. S., Kurtzhals, M., Tremblay, M. S., Nielsen, G., & Bentsen, P. (2021). Translation and
validation of the Canadian assessment of physical literacy-2 in a Danish sample. BMC Public Health, 21(1), 1-
9.
Ghasemi, V. (2010). Structural equation modeling in social researches using Amos Graphics. Tehran: Jameeshenasan.
(In Persian)
Gunnell, K. E., Longmuir, P. E., Barnes, J. D., Belanger, K., & Tremblay, M. S. (2018). Refining the Canadian
Assessment of Physical Literacy based on theory and factor analyses. BMC Public Health, 18(2), 1-15.
Li, M. H., Sum, R. K. W., Tremblay, M., Sit, C. H. P., Ha, A. S. C., & Wong, S. H. S. (2020). Cross-validation of
the Canadian Assessment of Physical Literacy second edition (CAPL-2): The case of a Chinese
population. Journal of sports sciences, 38(24), 2850-2857.
Longmuir, P. E., Boyer, C., Lloyd, M., Borghese, M. M., Knight, E., Saunders, T. J., & Tremblay, M. S. (2017).
Canadian Agility and Movement Skill Assessment (CAMSA): Validity, objectivity, and reliability evidence
for children 8–12 years of age. Journal of sport and health science, 6(2), 231-240.
Longmuir, P. E., Gunnell, K. E., Barnes, J. D., Belanger, K., Leduc, G., Woodruff, S. J., & Tremblay, M. S.
(2018). Canadian Assessment of Physical Literacy Second Edition: a streamlined assessment of the capacity
for physical activity among children 8 to 12 years of age. BMC public health, 18(2), 1-12.
Longmuir, P. E., Woodruff, S. J., Boyer, C., Lloyd, M., & Tremblay, M. S. (2018). Physical Literacy Knowledge
Questionnaire: feasibility, validity, and reliability for Canadian children aged 8 to 12 years. BMC public
health, 18(2), 1-11.
Mirali, M. (2019). Modeling the Physical Literacy Theory in Ten-year Old Female Students in Ahvaz Educational
District one. Sport Psychology Studies (ie, mutaleat ravanshenasi varzeshi), 8(28), 1-12. (In Persian)
Mohammadbeigi, A., Mohammadsalehi, N., & Aligol, M. (2015). Validity and reliability of the instruments and
types of measurements in health applied researches. Journal of Rafsanjani university of medical
sciences, 13(12), 1153-1170. (In Persian)
Nikkho, E., & Kalori, N. I. (2019). Determining the validity and reliability of the Persian version of the Canadian
Physical Literacy Knowledge Questionnaire (PLKQ-2) in 8-12-year-old children of Mianeh city. Paper
presented at the 8th Scientific Research Conference of Educational Sciences and Psychology, Social and
Cultural Damages of Iran, Tehran, Iran. (In Persian)
Pastor-Cisneros, R., Carlos-Vivas, J., Adsuar, J. C., Barrios-Fernández, S., Rojo-Ramos, J., Vega-Muñoz, A., ... &
Mendoza-Muñoz, M. (2022). Spanish Translation and Cultural Adaptation of the Canadian Assessment of
Physical Literacy-2 (CAPL-2) Questionnaires. International Journal of Environmental Research and Public
Health, 19(14), 8850.
Robinson, D. B., & Randall, L. (2017). Marking physical literacy or missing the mark on physical literacy? A
conceptual critique of Canada’s physical literacy assessment instruments. Measurement in physical education
and exercise science, 21(1), 40-55.
Salehi, H., AFSORDE, B. R., Movahedi, A., & Ghasemi, V. (2012). Psychometric properties of a Persian version
of the developmental coordination disorder questionnaire in boys aged 6-11 year-old. (In Persian)
Tremblay, M. S., Longmuir, P. E., Barnes, J. D., Belanger, K., Anderson, K. D., Bruner, B., ... & Woodruff, S. J.
(2018). Physical literacy levels of Canadian children aged 8–12 years: Descriptive and normative results from
the RBC Learn to Play–CAPL project. BMC public health, 18(2), 1-14.
36 رشد و یادگیری حرکتی ورزشی، دورة چهاردهم، شمارة چهارم، زم ستان 1401
Valadi, S., & Hamidi, M. (2020). Studying the level of physical literacy of students aged 8 to 12 years. Research
on Educational Sport, 8(20), 205-226. (In Persian)
Wilson, B. N., Crawford, S. G., Green, D., Roberts, G., Aylott, A., & Kaplan, B. J. (2009). Psychometric
properties of the revised developmental coordination disorder questionnaire. Physical & occupational therapy
in pediatrics, 29(2), 182-202.
Whitehead 1, M. (2001). The concept of physical literacy. European Journal of Physical Education, 6(2), 127-138.
Whitehead, M. (2010). Physical Literacy: Throughout the lifecourse (1st Edition ed.). London: Routledge
Whitehead, M. (2013). Definition of physical literacy and clarification of related issues. ICSSPE Bulletin, 65(1.2).
Whitehead, M. E., Durden-Myers, E. J., & Pot, N. (2018). The value of fostering physical literacy. Journal of
Teaching in Physical Education, 37(3), 252-261.
)