Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Road, RI#1-214, Ottawa, ON, K1H 8L1, Canada.
Faculty of Medicine, Department of Paediatrics, University of Ottawa, Ottawa, ON, K1H 8M5, Canada.
BMC Public Health. 2018 Oct 2;18(Suppl 2):1035. doi: 10.1186/s12889-018-5890-y.
Physical literacy is defined as the motivation, confidence, physical competence, and knowledge and understanding to engage in physical activity for life. Physical literacy knowledge and understanding encompasses movement (how to move), performance (evaluation of movement), and health and fitness (value of exercise, need for relaxation and sleep, etc.). This paper describes the development and evaluation of a standardized assessment of physical literacy knowledge and understanding for Canadian children in grades 4, 5, and 6.
Proposed Physical Literacy Knowledge Questionnaire (PLKQ) content was identified through expert consultation and a review of provincial/territorial physical education curricula for grades 4 to 6. Open-ended questions verified language and generated response options. Feasibility was assessed via completion time and error frequency. Item validity assessed scores by age, gender, and teacher ratings of student knowledge. Test-retest reliability was assessed over short (2-day) and long (7-day) intervals.
Subsets of 678 children (54% girls, 10.1 ± 1.0 years of age) completed the feasibility and validity assessments. Response errors (missing or duplicate responses, etc.) were minimal (2% or less) except for one question (7% error) about the use of safety gear during physical activity. A Delphi process among experts in children's physical activity and fitness achieved consensus on the core content and supported an item analysis to finalize item selection. As expected, knowledge scores increased with age (partial eta = 0.07) but were not related to gender (p = 0.63). Teacher ratings of children's knowledge of physical activity behaviour (r = 0.13, p = 0.01) and fitness (r = 0.12, p = 0.03), but not movement skill (r = 0.07, p = 0.19) were associated with PLKQ scores. Test-retest reliability for PLKQ score and individual questions was substantial to excellent for 71% of comparisons over a 2-day interval, but lower over a 7-day interval (53% substantial or excellent). Items with low reliability had high or low proportions of correct responses.
This study provides feasibility and validity evidence for the Physical Literacy Knowledge Questionnaire as an assessment of physical literacy knowledge for Canadian children in grades 4, 5, and 6. Completion rates were high and knowledge scores increased with age. Streamlining of the content in accordance with Delphi panel recommendations would further enhance feasibility, but would also focus the content on items with limited reliability. Future studies of alternative item wording and responses are recommended to enhance test-retest reliability.
身体素养被定义为参与终身体育活动的动力、信心、身体能力以及知识和理解。身体素养知识和理解包括运动（如何运动）、表现（运动评估）以及健康和健身（锻炼的价值、放松和睡眠的需要等）。本文描述了针对加拿大 4、5 和 6 年级儿童的身体素养知识和理解的标准化评估的制定和评估。
通过专家咨询和对 4 至 6 年级省级/地区体育课程的审查，确定了建议的身体素养知识问卷（PLKQ）的内容。开放式问题验证了语言并生成了响应选项。通过完成时间和错误频率评估可行性。项目有效性根据年龄、性别以及教师对学生知识的评分来评估分数。短期（2 天）和长期（7 天）间隔的测试-重测信度评估。
有 678 名儿童（54%为女孩，年龄 10.1±1.0 岁）完成了可行性和有效性评估。响应错误（缺失或重复响应等）很少（<2%），只有一个关于体育活动中使用安全装备的问题（7%的错误）除外。在儿童身体活动和健康方面的专家进行的德尔菲流程达成了共识，确定了核心内容，并支持了项目分析以最终确定项目选择。正如预期的那样，知识分数随着年龄的增长而增加（偏 eta=0.07），但与性别无关（p=0.63）。教师对学生体育活动行为知识（r=0.13，p=0.01）和健身知识（r=0.12，p=0.03）的评分与 PLKQ 分数相关，但与运动技能（r=0.07，p=0.19）无关。在 2 天间隔内，PLKQ 分数和个别问题的测试-重测信度对于 71%的比较为高或极好，而在 7 天间隔内则较低（53%为高或极好）。信度较低的项目具有较高或较低的正确响应比例。
本研究为身体素养知识问卷作为加拿大 4、5 和 6 年级儿童身体素养知识评估提供了可行性和有效性证据。完成率很高，知识分数随着年龄的增长而增加。根据德尔菲小组的建议对内容进行简化将进一步提高可行性，但也会将内容集中在信度有限的项目上。建议对替代项目措辞和答复进行进一步研究，以提高测试-重测信度。
