Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing

Abstract Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese P...

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Autores principales:	João Mota, João Martins, Marcos Onofre
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Physical literacy Assessment Physical education Content validity Pilot testing High-school Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/042f69ecc76849dcb1461b100c2523ad
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spelling	oai:doaj.org-article:042f69ecc76849dcb1461b100c2523ad2021-12-05T12:09:27ZPortuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing10.1186/s12889-021-12230-51471-2458https://doaj.org/article/042f69ecc76849dcb1461b100c2523ad2021-11-01T00:00:00Zhttps://doi.org/10.1186/s12889-021-12230-5https://doaj.org/toc/1471-2458Abstract Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese PE syllabus. This paper describes the development, content validation, and pilot testing of the PPLA-Questionnaire (PPLA-Q), one of two instruments in the PPLA, comprised of modules to assess the psychological, social, and part of the cognitive domain of PL. Methods Development was supported by previous work, analysis of the APLF, and literature review. We iteratively gathered evidence on content validity through two rounds of qualitative and quantitative expert validation (n = 11); three rounds of cognitive interviews with high-school students (n = 12); and multiple instances of expert advisor input. A pilot study in two grade 10 classes (n = 41) assessed feasibility, preliminary reliability, item difficulty and discrimination. Results Initial versions of the PPLA-Q gathered evidence in favor of adequate content validity at item level: most items had an Item-Content Validity Index ≥.78 and Cohen’s κ ≥ .76. At module-level, S-CVI/Ave and UA were .87/.60, .98/.93 and .96/.84 for the cognitive, psychological, and social modules, respectively. Through the pilot study, we found evidence for feasibility, preliminary subscale and item reliability, difficulty, and discrimination. Items were reviewed through qualitative methods until saturation. Current PPLA-Q consists of 3 modules: cognitive (knowledge test with 10 items), psychological (46 Likert-type items) and social (43 Likert-type items). Conclusion Results of this study provide evidence for content validity, feasibility within PE setting and preliminary reliability of the PPLA-Q as an instrument to assess the psychological, social, and part of the cognitive domain of PL in grade 10 to 12 adolescents. Further validation and development are needed to establish construct validity and reliability, and study PPLA-Q’s integration with the PPLA-Observation (an instrument in development to assess the remaining domains of PL) within the PPLA framework.João MotaJoão MartinsMarcos OnofreBMCarticlePhysical literacyAssessmentPhysical educationContent validityPilot testingHigh-schoolPublic aspects of medicineRA1-1270ENBMC Public Health, Vol 21, Iss 1, Pp 1-22 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Physical literacy Assessment Physical education Content validity Pilot testing High-school Public aspects of medicine RA1-1270
spellingShingle	Physical literacy Assessment Physical education Content validity Pilot testing High-school Public aspects of medicine RA1-1270 João Mota João Martins Marcos Onofre Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
description	Abstract Background The Portuguese Physical Literacy Assessment (PPLA) is a novel tool to assess high-school students’ (grade 10–12; 15–18 years) Physical Literacy (PL) in Physical Education (PE); inspired by the four domains of the Australian Physical Literacy Framework (APLF), and the Portuguese PE syllabus. This paper describes the development, content validation, and pilot testing of the PPLA-Questionnaire (PPLA-Q), one of two instruments in the PPLA, comprised of modules to assess the psychological, social, and part of the cognitive domain of PL. Methods Development was supported by previous work, analysis of the APLF, and literature review. We iteratively gathered evidence on content validity through two rounds of qualitative and quantitative expert validation (n = 11); three rounds of cognitive interviews with high-school students (n = 12); and multiple instances of expert advisor input. A pilot study in two grade 10 classes (n = 41) assessed feasibility, preliminary reliability, item difficulty and discrimination. Results Initial versions of the PPLA-Q gathered evidence in favor of adequate content validity at item level: most items had an Item-Content Validity Index ≥.78 and Cohen’s κ ≥ .76. At module-level, S-CVI/Ave and UA were .87/.60, .98/.93 and .96/.84 for the cognitive, psychological, and social modules, respectively. Through the pilot study, we found evidence for feasibility, preliminary subscale and item reliability, difficulty, and discrimination. Items were reviewed through qualitative methods until saturation. Current PPLA-Q consists of 3 modules: cognitive (knowledge test with 10 items), psychological (46 Likert-type items) and social (43 Likert-type items). Conclusion Results of this study provide evidence for content validity, feasibility within PE setting and preliminary reliability of the PPLA-Q as an instrument to assess the psychological, social, and part of the cognitive domain of PL in grade 10 to 12 adolescents. Further validation and development are needed to establish construct validity and reliability, and study PPLA-Q’s integration with the PPLA-Observation (an instrument in development to assess the remaining domains of PL) within the PPLA framework.
format	article
author	João Mota João Martins Marcos Onofre
author_facet	João Mota João Martins Marcos Onofre
author_sort	João Mota
title	Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
title_short	Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
title_full	Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
title_fullStr	Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
title_full_unstemmed	Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
title_sort	portuguese physical literacy assessment questionnaire (ppla-q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing
publisher	BMC
publishDate	2021
url	https://doaj.org/article/042f69ecc76849dcb1461b100c2523ad
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Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing

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