Conceptual Critique of Canada’s Physical Literacy Assessment Instruments Also Misses the Mark

The Physical Literacy Assessment for Youth (PLAY) Tools are a suite of tools to assess an individual’s physical literacy. The purpose of this study is to examine the psychometric properties of the PLAY Tools, including inter-rater reliability, internal consistency, validity and the associations between the tools. In this study, 218 children and youth (8.4- to- 13.7-years old) and a parent/ guardian completed the appropriate physical literacy assessments (i.e., PLAYbasic, PLAYfun, PLAYparent and PLAYself) and the Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). Inter-rater reliability for PLAYfun was excellent (ICC=0.94). The PLAYbasic, PLAYfun total, running and object control scores, and PLAYparent motor competence domain were higher in males than females, and PLAYfun locomotor skills were lower in males than females (p<0.05). Age was positively correlated with PLAYbasic and PLAYfun (r=0.14-0.32, p<0.05). BOT-2 was positively correlated with PLAYfun and PLAYbasic (r=0.19-0.59, p<0.05). PLAYbasic is a significant predictor of PLAYfun (R<sup>2</sup>=0.742, p<0.001). PLAYfun, PLAYparent and PLAYself were moderately correlated with one another. PLAYfun, PLAYparent and PLAYself demonstrated acceptable internal consistency (α=0.74-0.87, ω=0.73-0.87). The PLAY Tools demonstrated moderate associations between one another, strong inter-rater reliability and good construct and convergent validity. Continued evaluation of these tools with other populations, such as adolescents, is necessary. •In school-age children, the PLAY Tools demonstrated strong inter-rater reliability, moderate associations with one another, acceptable internal consistency and good construct and convergent validity.•The results suggest that that PLAY Tools are an acceptable method of evaluation for physical literacy in school-age children.

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Capturing health literacy assessment in the electronic health record through evidence-based concept creation: A review of the literature and recommendations for action

Health Informatics Journal ◽

10.1177/1460458217739341 ◽

2017 ◽

Vol 25 (3) ◽

pp. 1025-1037 ◽

Cited By ~ 1

Author(s):

Ruth E Wetta ◽

Roberta D Severin ◽

Heidi Gruhler ◽

Nate Lewis

Keyword(s):

Health Literacy ◽

Electronic Health Record ◽

Healthcare Team ◽

Assessment Instruments ◽

Health Record ◽

Literacy Assessment ◽

Adequate Health Literacy ◽

Published Evidence ◽

Recommendations For Action ◽

Electronic Health

Health literacy is the capacity to understand and act upon health-related information and navigate the healthcare system. Published evidence demonstrates a relationship between health literacy and health status. Because of this, there are increasingly calls for a health literacy assessment to be collected and stored in the electronic health record for use by the healthcare team. This article describes the results of a literature review of health literacy assessment instruments with the goal of formulating semantically interoperable concepts that may be used to store the interpretation of the health literacy assessment in the electronic health record. The majority of health literacy instruments could be stored in the electronic health record using a three-concept solution of inadequate, marginal and adequate health literacy. This three-concept solution fully supports semantic interoperability needs across the patient care spectrum.

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Development of functional oral health literacy assessment instruments: Application of literacy and cognitive theories

Journal of Public Health Dentistry ◽

10.1111/jphd.12033 ◽

2013 ◽

Vol 74 (2) ◽

pp. 110-119 ◽

Cited By ~ 9

Author(s):

Susan M. Bridges ◽

Divya S. Parthasarathy ◽

Terry K.F. Au ◽

Hai Ming Wong ◽

Cynthia K.Y. Yiu ◽

...

Keyword(s):

Oral Health ◽

Health Literacy ◽

Assessment Instruments ◽

Literacy Assessment ◽

Oral Health Literacy ◽

Cognitive Theories

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A Cross-Sectional Study on the Assessment of Physical Literacy among Medical Students of Sri Venkateswara Medical College, Tirupathi

Journal of Evidence Based Medicine and Healthcare ◽

10.18410/jebmh/2021/354 ◽

2021 ◽

Vol 8 (23) ◽

pp. 1882-1887

Author(s):

Venkata Subbarayudu Chintakunta ◽

Aditya Varma Samanthapudi ◽

Sowmya Pallavi Rapuri ◽

Supriya Konda ◽

Manoj Kumar A

Keyword(s):

Physical Activity ◽

Medical Students ◽

Leisure Time ◽

Cross Sectional Study ◽

Future Research ◽

Literacy Assessment ◽

Sectional Study ◽

Physical Literacy ◽

Cross Sectional ◽

Time Activity

BACKGROUND Physical literacy (PL) is the motivation, confidence, physical competence, knowledge & understanding to value and take responsibility for engagement in physical activities for life. Physical literacy can be identified as a basis for the characteristics, attributes, behaviours, awareness, knowledge & understanding, towards a healthy lifestyle, as well as a foundation to an elite sport. Research shows that without the development of physical literacy, many children and youth withdraw from physical activity and sport and turn to more inactive &/or unhealthy choices during their leisure time. The objective of this study is to determine the physical literacy and the factors influencing it among medical students. METHODS This was a cross sectional study. Selection of participants was based on simple random sampling method by computer generated random numbers and then questionnaires were administered to all the participants. The questionnaire consisted of questions pertaining to sociodemographic and cultural factors, anthropometric measurements, and PLAY (physical literacy assessment for youth) self-tool. PLAY self-tool has the following sub-sections - environment, physical literacy self-description, relative ranking of literacies and fitness. RESULTS The mean physical literacy total score in our study was 59.5 ± 11.3. About 19 % of the subjects scored PLAY self-total score grade of less than or equal to 50.0. Nearly 30 % scored physical literacy self-efficacy score of less than 600. Our results demonstrate significant associations between PLAY self-total score grade and gender, waist hip ratio, leisure time activity, Asian BMI, physical literacy selfefficacy score, fitness, and the most common mode of transport between college and home/hostel (P < 0.05). CONCLUSIONS Future research should explore and standardize the tools to assess physical literacy objectively in the young adults (18 - 25 years). We recommend increasing the physical activity hours in the medical curriculum and encourage active modes of transport (bicycles/walk etc) within the campus. KEYWORDS Physical Literacy, Physical Activity, Medical Students, Dr. Kriellaars’s PLAY SelfTool, Canadian Sport for life CS4L), Physical Literacy Assessment for Youth PLAY)

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The Preschool Physical Literacy Assessment Tool: Testing a New Physical Literacy Tool for the Early Years

Frontiers in Pediatrics ◽

10.3389/fped.2018.00138 ◽

2018 ◽

Vol 6 ◽

Cited By ~ 1

Author(s):

John Cairney ◽

Heather J. Clark ◽

Maeghan E. James ◽

Drew Mitchell ◽

Dean A. Dudley ◽

...

Keyword(s):

Assessment Tool ◽

Early Years ◽

Literacy Assessment ◽

Physical Literacy ◽

Literacy Tool ◽

Tool Testing

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The Conundrum of Classroom Writing Assessment

Brock Education Journal ◽

10.26522/brocked.v16i1.77 ◽

2007 ◽

Vol 16 (1) ◽

Author(s):

Joseph Engemann ◽

Tiffany Gallagher

Keyword(s):

Teacher Collaboration ◽

Large Scale ◽

Student Writing ◽

Assessment Instruments ◽

Writing Proficiency ◽

Literacy Assessment ◽

Writing Performance ◽

Large Scale Assessment ◽

Written Compositions ◽

Effective Assessment

This article highlights the need for reliable, valid, and fair assessment of writing performance by classroom teachers to balance large- scale literacy assessment initiatives that have taken root in most jurisdictions across Canada. While these initiatives have established a focus on writing instruction and assessment, there is a notion that large-scale assessment may not, by itself, provide an accurate reflection of students’ writing performance. It is important, therefore, for teachers to use effective assessment instruments, such as rubrics, to reliably, validly, and fairly determine how well their students write. The grading of written compositions through the use of rubrics can be effectively implemented by teachers with sufficient training whilst providing detailed student feedback. Classroom assessment of writing must therefore be coupled with professional development and teacher collaboration, which should lead to an improvement in student writing proficiency.

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Physical Literacy Assessment and Its Potential for Identification and Treatment of Children with Neuro-Developmental Behavioral Intellectual Disorders

Current Developmental Disorders Reports ◽

10.1007/s40474-016-0092-8 ◽

2016 ◽

Vol 3 (3) ◽

pp. 195-199 ◽

Cited By ~ 2

Author(s):

Dean Dudley ◽

Dean Kriellaars ◽

John Cairney

Keyword(s):

Literacy Assessment ◽

Physical Literacy

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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

BMC Public Health ◽

10.1186/s12889-021-12230-5 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

João Mota ◽

João Martins ◽

Marcos Onofre

Keyword(s):

High School ◽

High School Students ◽

Pilot Study ◽

Content Validity ◽

Cognitive Domain ◽

Literacy Assessment ◽

Content Validation ◽

Physical Literacy ◽

School Students ◽

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 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.

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