Portuguese Physical Literacy Assessment - Observation (PPLA-O) for adolescents (15–18 years) from grades 10–12
Development and initial validation through item response theory
Bibliographic Data
| ID | 7288071 |
|---|---|
| Authors | João Mota (0000-0003-4885-0680, University College Cork, corresponding author), João Filipe Da Silva Figueira Martins (0000-0002-2540-6678), João Martins (0000-0002-9358-9509), Marcos Onofre (0000-0002-2486-3754) |
| Year | 2022 |
| Volume | 4 |
| Pages | 1033648-1033648 |
| Publication date | 2022-12-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2022.1033648 |
| PMID | 36589780 |
| OpenAlex | W4312224026 |
| Language | EN |
| Citations received | 2 |
| References cited | 73 |
Introduction Aims of these studies were to develop the Portuguese Physical Literacy Assessment Observation instrument (PPLA-O) to assess the physical and part of the cognitive domain of Physical Literacy (PL) through data collected routinely by Physical Education (PE) teachers; and to assess the construct validity (dimensionality, measurement invariance, and convergent and discriminant validity) and score reliability of one of its modules [Movement Competence, Rules, and Tactics (MCRT)]. Methods Content analysis of the Portuguese PE syllabus and literature review were used for PPLA-O domain identification. Multidimensional Item Response Theory (MIRT) models were used to assess construct validity and reliability, along with bivariate correlations in a sample of 515 Portuguese grade 10–12 students ( M age = 16, SD = 1). Results PPLA-O development resulted in an instrument with two modules: MCRT (22 physical activities) and Health-Related Fitness (HRF; 5 protocols); both assessed with teacher-reported data entered in a spreadsheet. A two correlated dimensions Graded Response Model (Manipulative-based Activities [MA], and Stability-based Activities [SA]) showed best fit to the MCRT data, suggesting measurement invariance across sexes, and adequate to good score reliabilities (MA = .89, and SA = .73). There was a moderate to high correlation ( r = .68) between dimensions, and boys had higher scores in both dimensions. Correlations among MCRT scores and HRF variables were similar in magnitude to previous reports in meta-analysis and systematic reviews. Conclusions PPLA-O is composed of two modules that integrate observational data collected by PE teachers into a common frame of criterion-referenced PL assessment. The HRF module uses data collected through widely validated FITescola® assessment protocols. The MCRT makes use of teacher-reported data collected in a wide range of activities and movement pursuits to measure movement competence and inherent cognitive skills ( Tactics and Rules ). We also gathered initial evidence supporting construct validity and score reliability of the MCRT module. This highly feasible instrument can provide Portuguese grade 10–12 (15–18 years) PE students with feedback on their PL journey, along with the other instrument of PPLA (PPLA-Questionnaire). Further studies should assess inter and intra-rater reliability and criterion-related validity of its two modules
Bivariate analysis · Competence (human resources · Concurrent validity · Construct validity · Developmental psychology · Discriminant validity · Mathematics education · Physical education · Portuguese · Psychometrics · Statistics · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport · Mathematics · Physical Education and Pedagogy · Psychology · Social Psychology
The Basics of Item Response Theory Using R
Multidimensional Item Response Theory
Childhood Motor Skill Proficiency as a Predictor of Adolescent Physical Activity
Correlates of Gross Motor Competence in Children and Adolescents
Information Theory and an Extension of the Maximum Likelihood Principle
The physical activity, fitness and health of children
Motor competence and health related physical fitness in youth
Relationship of fundamental movement skills and physical activity in children and adolescents
The Concept of Physical Literacy
Motor Competence and its Effect on Positive Developmental Trajectories of Health
Fundamental motor skills
Mirt
Physical fitness in childhood and adolescence
Physical Activity and Physical Self-Concept in Youth
A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity
Fundamental Movement Skills in Children and Adolescents
The qualitative content analysis process
Controlling the False Discovery Rate
Estimating the Dimension of a Model
Global trends in insufficient physical activity among adolescents
Physical Literacy
The Rediscovery of Bifactor Measurement Models
What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School
Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12
Cosmin Risk of Bias checklist for systematic reviews of Patient-Reported Outcome Measures
Three Approaches to Qualitative Content Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |