Table 3 Characteristics of physical literacy and related affective, physical and affective domain assessments
Assessment, country of origin, author(s) of primary study [citation], related studies [citation(s)] | Participant n, sex (% female) (age range; mean age) | Purpose/ use of assessment | Constructs assessed | Scale Scoring |
|---|---|---|---|---|
Explicit physical literacy assessments | ||||
CAPL-2 Canada | N = 963 55% (8–10; 10.1 ± 1.17) | Assess physical literacy | CAMSA PACER (10m or 25m) Isometric plank hold Motivation and confidence are measured by a 12 items questionnaire that aggregate to four subscales (adequacy, predilection, intrinsic motivation competence) Knowledge and understanding are measured via 5 item s (PA guidelines, cardiorespiratory fitness definition, muscular endurance definition, PA comprehension, improve sport skill) questionnaire Daily behaviour is measured via self-report questionnaire and pedometer step counts | Scores from domains are summed to create a CAPL-2 total score out of 100, which is used to classify the children into one of four interpretative categories (beginning, progressing, achieving or excelling) based on age and sex specific cut points. CAMSA, PACER and Plank are combined within the physical domain, which is worth 30 points. For motivation and confidence 7.5 points are assigned to each three-item component (intrinsic motivation, PA competence, adequacy, predilection) of the assessment, wherein participants respond to bipolar statements “What’s most like me” selecting if it’s “really true for me” or “sort of true for me” (30 points in total). Daily physical activity behaviour as assessed by self-report and daily pedometer step count (30 points) and knowledge and understanding (10 points). The knowledge and understanding component include four questionnaire items and a missing word paragraph activity. |
PFL Canada Lodewyk et al. [58] | Pilot n = 860 (9–10) 2013–2014 n = 1036 (8–11; NR) 46% (of the 176 that reported sex) approximately 40% completed all measures. 2014–2015 n = 1199 (8–12; NR) 44% (of the 327 who reported sex) Paper also reported data for ages 12–19 years old | PFL includes three assessments for each of the four components (active participation, fitness, movement and living skills). Aim of the study was to uncover initial validation evidence | Measures include student profile, living skill questionnaire (feelings—7 items, thinking—7 items, interacting—7 items) Active participation questionnaire (22 items across 3 scales of diversity, interests, intentions) Fitness kills assessed by the Plank Challenge, The Lateral Bound and the Four-Station Circuit Movement skills assessed by the Run-Stop-Return, Throw and Catch with a Bounce, Advanced Kick | Living skill and active participation questionnaires scored on a 4-point Likert scale Fitness and Movement skills assessed by teachers using a 4-point scale (1 = emerging, 2 = developing, 3 = acquired, 4 = accomplished) based on detailed descriptions of each in a rubric provided to teachers |
PLAYfun Canada | N = 215 48% (7–14; NR) | Assess motor competence, comprehension and confidence | 18 different movement tasks within five domains that assess different aspects of a child’s movement skills. The five domains are as follows: running locomotor object control—upper body object control—lower body balance, stability, and body control Confidence and comprehension is assessed by rater when child is completing motor competence assessment | Children are assessed using a VAS that is 100 mm in length and divided into four categories: Confidence is rated a low, medium or high Comprehension is rated as Prompt: If the child needed the assessor to give them an additional prompt (outside of the instructions) (e.g. “Go on. You can do it.”), or to incite them to perform the skill/task, place a tick in the “Prompt” column. Mimic: If the child waited for one of their peers to perform the skill first, place a tick in the “Mimic” column. Describe: If the child asked the assessor to describe the skill/task, place a tick in the “Describe” column. Demo: If the child asked the assessor to demonstrate the skill/task, place a tick in the “Demo” column. |
Affective domain | ||||
AGSYS USA Cumming et al. [81] | N = 1675 NR (9–12, NR) | Use the 2x2 achievement goal framework to assess goal approach orientations | 12 items related to mastery/ego X approach/avoidance goal framework | 5-point Likert scale from 1 (not at all true) to 5 (very true) |
ASK-KIDS Australia | N = 76 43% (4–13.5, 8.1 ± 2.3) | Self-concept in relation to physical movement, natural talent, effort, difficulty, personal identity, and social identity | Dot-point rating scores 1 (low) to 5 (high) | Scores averaged from (1) low to (5) high |
ATCPE UK Jones [85] | N = 223 NR (9–12, NR) | Assess attitudes towards curriculum PE | 25 items (13 positive and 12 negative) | 5-point Likert scale from strongly disagree (1) to strongly agree (5) |
ATOP USA Beyer et al. [86] | N = 362 49% (9–13, 11) | Attitudes towards outdoor play | Three scales: Perceived benefit of playing outside 4 items; Extent to which students enjoy unstructured play 3 items; Barriers to outdoor play 5 items | “How much do you agree with each statement?” Responses on a 5-point Likert scale from strongly disagree to strongly agree |
BREQ UK Sebire et al. [87] | N = 462 56.9% (7–11; 10.0 ± 0.6) | Assess self-determined motivation for PA and PA psychological need satisfaction in children | Self-determined motivation for PA: 12 items, 3 per motivation scale (intrinsic, extrinsic, external). PA psychological need satisfaction: autonomy (6 items), competence (6 items), relatedness (6 items) | 5-point Likert scale from 1 (not true for me) to 5 (very true for me). |
CAPA USA | N = 81 53% (9–10; 10.4 ± 0.3) | Measurement of attraction to PA | Original scale has 25 items (5 subscales with 5 items each), shorter scale has 15 items (5 subscales with 3 items each). Subscales include liking of games and sports, liking of physical exertion and exercise, liking of vigorous PA, peer acceptance in sport and games, importance of exercise | Structured alternate. Adapted version used 1 to 4 Likert scale |
CATPA USA | N = 992 51% (9–12; NR) | Assess attitudes towards PA | 6 scales; social, health and fitness, pursuit of vertigo, aesthetic, catharsis, and aesthetic. Each had 8 items | 5-point Likert scale and semantic differential technique with a 0-7 bipolar continuum, with 0 as a neutral reference point. Adjectives at each end of the continuum included good-bad, of no use-useful, not pleasant-pleasant, bitter-sweet, nice-awful, happy-sad, dirty-clean, steady-nervous |
CPAS USA DeBate [94] | N = 932 100% (9–14, NR) | Physical activity commitment | 12 items measuring attitudes and feelings towards PA | Likert scale 0 (strongly disagree) to 3 (strongly agree) |
CY-PSPP USA | N = 152 53% (9–11; NR) | Assess physical self-perceptions in children | 36 items, 6 items for each of the 6 domains (global self-esteem, physical self-worth, sport competence, body attractiveness, physical strength, physical condition) | 4 point structured alternate format and standard 4-point Likert scale for comparison |
DPAPI USA Chen [97] | N = 435 51% (11–12; 9.9 ± 1.1) | Assess psychological needs, motivational types, and motivational consequences for PA participation outside of school | Innate psychological needs (6 items), motivational types (12 items), motivational consequences (6 items) | Innate psychological needs, motivational types and motivational behavioural consequences were assessed on a 5-point Likert scale 5 (very like me) to 1 (not like me). Responses to motivational affective consequences included 4 semantic pairs anchored on a 5-point Likert scale with smiley faces |
EnjoyPE USA Shewmake [98] | N = 148 47% (8–10; NR) | Assess student’s enjoyment in PE and exergaming | 10 statements relating to enjoyment (7) and perceived exertion (3) | 5-point Likert scale, strongly disagree (1) strongly agree (5) |
FHC-Q USA Gray et al. [87] | N = 112 49.3% (9–12, NR) | Assess energy related behaviours including intake of fruits and vegetables, sugar-sweetened beverages, processed packaged snacks, and fast food; physical activity; recreational screen time; and associated psychosocial determinants | Questionnaire. Utilised Audience Response System through PowerPoint. 71 items in total. Self-determination (9 questions). Outcome expectations (15 questions). Self-efficacy (20) questions. Habit strength (6 questions). Goal intention (6 questions). Knowledge (6 questions). Social desirability (9 questions). | 5-point Likert scale |
FAPM Australia Bornholt & Piccolo [83] | N = 56 43% (4–11, 8.0 ± 2.1) | Feelings about physical movements | Diagram (stick figures running and catching) researcher reads accompanying paragraph and the child ticks as many words as needed in relation to five general feelings | Responses scaled from 1 (low) to 7 (high) |
HOP’N USA Rosenkranz et al. [101] | N = 230 51% (9–10; 9.5 ± 0.7) | Assess psychosocial variables as part of a 3-year randomised controlled trial aiming to prevent obesity through an after-school programme | 16 items: PA task self-efficacy (1 item), PA barriers self-efficacy (4 items), PA enjoyment (2 items), Perceived opportunity for PA (2 items), Perceived habitual PA (2 items), and perceived parental support (5 items) | 3-point scale (e.g. not sure at all- somewhat sure- very sure). Perceived habitual PA scores were assessed using a 2-item screener, averaged and dichotomised a meeting PA guideline or not. Parental support was rated on a 6-point scale (never to daily) |
LEAP Australia Hyndman et al. [102] | N = 197 43% (8–12, NR) | Enjoyment of lunchtime play | Children completed “expected” (before lunch) and “actual” (after lunch) enjoyment of lunch time play using survey cards with pictorial scale | 5-point Likert pictorial scale from very unhappy (1) to very happy (5) |
MAAP USA Dunton et al. [103] | N = 119 48% (9–13, NR) | Affective and feeling states relate to physical activity | Positive affect, negative affect, physical feeling states all assessed by 2 items each when prompted through a mobile phone | Response options included 0=not at all, 1=a little bit, 2=quite a bit, 3=extremely |
MOSS Australia Weiss et al. [87] | N = 155 45% (8–12; 10.2 ± 1.4) | Assess children’s motivational orientation for engagement in PA | 27 items, 5 subscales: Challenge (5 items relating to preference for challenging or easy skills), curiosity (4 items relating to desire to participate), mastery (5 items relating to problem solving and mastery attempts), judgement (6 items relating to self-assessment vs teacher assessment), criteria (7 items relating to preference for internal sense of success/failure vs external determined success/failure) | Structured alternative scoring 1 (low) to 4 (high). Children indicate if “Sort of true for me” or “really true for me”. Separate scores given for each subscale. High scores indicate more intrinsic motivation |
NAS USA Nelson et al. [106] | N = 382 46% (10–12; 10.8 ± 0.7) | Measure negative attitudes towards PA | All items (8) followed the stem “If I were to be physically active on most days…” | 5-point Likert scale from 1 (disagree a lot) to 5 (agree a lot) |
PABM USA Dishman et al. [107] | N = 2092 53% (10–12, NR) | Assess motives for physical activity | Self-efficacy (8 items). Perceived barriers: 3 scales; obstacles (3 items), evaluation (3 items), outcomes (3 items). Motives for PA: 30 items, 5 scales for intrinsic; enjoyment (7 items), competence (7 items) and extrinsic; fitness (5 items), appearance (6 items), social (5 items). Parental support (5 items) | All used 4-point order response format apart from perceived parental support, 5 point ordered format. Participants entered all self-administered questionnaire responses into a survey software database on laptop computers |
PACES USA Moore et al. [108] | N = 564 53% (8–9; 8.7 ± 0.5 | Assess the enjoyment of PA | 16 bipolar statements starting with the stem “When I am physically active…” | 5-point Likert scale 1 (Disagree a lot) to 5 (Agree a lot) |
PAHFE USA Perry et al. [109] | N = 131 54% (8–14; 9.9 ± NR) | Assess personal goal setting and decision-making efficacy for PA and food choices | 18 items representing children may experiences when attempting to improve PA and eating behaviours | 5-point Likert scale from 1 (not sure at all) to 5 (completely sure) |
PAS USA Nelson et al. [106] | N = 382 46% (10–12; 10.8 ± 0.65) | Measure positive attitudes towards PA | All items (8) followed the stem “If I were to be physically active on most days…” | 5-point Likert scale from 1 (disagree a lot) to 5 (agree a lot) |
PASE USA Jago et al. [110] | N = 560 49% (NR, 11.3 ± 0.6) | Assess PA self-efficacy | 23 physical activity and 24 sedentary behaviour (3 subscales relating to TV, computer/video game/telephone) items were loaded onto palm pilots. All items start with stem “How sure are you that you have (can)…” | Dichotomous options (sure and not sure) |
PASES USA Saunders et al. [87] | N = 442 NR (10–11; NR) | Assess psychosocial determinants on children’s PA: social influences, self-efficacy, beliefs, and intention | Social influences (1 factor), self-efficacy (3 factors; support seeking, barriers, positive alternatives), beliefs (2 factors; social outcomes, PA outcomes) | 2-point scale (yes or no) |
Physical Activity Self-efficacy, enjoyment, social support China Liang et al. [113] | N = 457 50% (8–12, 10.3 ± 1.0) | Assess PA self-efficacy, enjoyment, social support | 8 item scale used to measure PA self-efficacy. 7 item scale to assess PA enjoyment. 10 items to assess social support for exercise | Self-efficacy and enjoyment scales used Likert scale ranging from 1 (Disagree a lot) to 5 (Agree a lot). Social support scale used a 5-point scale 1 (none) to 5 (very often) |
PLOC in PE USA Vlachopoulos et al. [114] | N = 817 50% (11–12; NR) | Assess the revised PLOC for use in PE | PLOC scale adapted for PE (19 items), perceived autonomy support (6 items), subjective vitality (unclear how many items) | Participants provided their responses on a 1-5 Likert type scale anchored by 1 (totally disagree) 4 (in between) and 7 (totally agree) |
PMCS USA Xiang et al. [115] | N = 116 42% (9–10; NR) | Assess perceptions of the motivational climate of team in terms of matter and performance goals | Statement starts with stem “In roadrunners…” followed by 24 items related to perception of motivational climate. 11 mastery focussed and 13 performance focussed items. In original scale (used with older children) 9 mastery and 12 performance items related team… | Participants responded in agreement to statements on a 5-point Likert scales from YES (5) to NO (1) (YES, yes? no, NO), scores calculated by an average for each scale. In original scale 1 (strongly disagree) to 5 (strongly agree) |
RCS USA Lakes & Hoyt [87] | N = 112 51% (NR, 4–11) | Assess children’s self-regulatory abilities in physically active context | 16 items and three subscales: Cognitive Self-Regulation (6 items, including “control over emotions- uncontrolled emotions”) | Bipolar adjectives (e.g. “attentive–inattentive”) are used for each item, and raters were asked to rate the child using a 7-point scale |
Self-efficacy scale USA Leary et al. [87] | N = 15 children 68% (NR, 8.2 ± 0.9) | Assess self-efficacy in overcoming PA barriers | Potentially 12 questions but not reported clearly | 5-point Likert scale |
SPPC USA Harter 1982 [87] | N = 2704 NR (8–12, NR) | Assess perceived competence in children | 36 items, 5 domain specific sub-scale each with 6 items: scholastic competence, social acceptance, athletic competence, physical appearance, behavioural conduct. One global measure of self-worth | Structure alternative format |
TAGM Turkey Agbuga [87] | N = 15 57% (8–12, NR) | Trichotomous achievement goal theory in elementary PE | 15 items reflecting mastery, performance approach and performance avoidance achievement goals. Each item prefaced “in my PE classes…” | 5-point Likert scale (not at all true to very true) |
Physical Domain | ||||
ALPHA Spain España-Romero et al. [87] | N = 58 NR (6–11; NR) | Fitness assessment | Pubertal status Weight and Height Waist circumference Skinfold thickness (triceps and subscapular) Hand grip strength Standing long jump 4x10m shuttle run test 20m shuttle run test | Individual scores for each test: if the student would not perform the task by selecting a reason: 1=shyness, 2=lack of motivation |
Athletic Skills Track (AST) Netherlands Hoeboer et al. [127] | N = 463 NR (6–12; NR) | FMS | The tracks consisted of a series of fundamental motor tasks (n = 10) | Time taken to complete each track |
Bruininks–Oseretsky Test of Motor Proficiency (BOTMP-SF) Canada Fransen et al. [130] [87] | N = 2485 47.7% (6–11; 8.5 ± NR) | Motor competence | Consists of 4 motor area composites: fine manual control, manual coordination, body coordination, strength and agility | Motor skills are quantified based on the results of goal-directed activities. A raw score for item outcome may be a drawing, a number of correct activities performed, a number of seconds to complete a task, and/or a complete/incomplete task. A scoring form is used to convert raw scores into point scores |
EUROFIT Norway | N = 119 51% (8–12; 10.4 ± 1.2) Participant numbers reported inconsistently | Fitness assessment | PWC 170 test 6-min run test Arm pull (or hand grip) Standing broad jump (or vertical jump) Bent arm hang Sit-ups in 30 s Sit and reach Plate tapping Shuttle run (10 × 5 m) (or 50 m sprint) Flamingo balance | Highest score for each assessment recorded |
FITNESSGRAM USA | N = 84 57% (10–12; NR) | Fitness assessment | PACER, One-Mile Run, Walk Test, Body Fat Percentage (Skinfold and Bioelectrical Impedance Analyser (BIA), Body Mass Index, Curl-Up, Trunk Lift, 90° Push-Up, Modified Pull-Up, Flexed Arm Hang, Flexibility , Back-Saver Sit and Reach, Shoulder Stretch, flexibility and PA behaviour | Individual scores for each assessment then converted to FITnessGram® classifies fitness levels using discrete zones to allow for more personalised feedback |
Golf Swing and Putt skill Assessment Australia Barnett et al. [135] | N = 43 NR (6–10; 7.8 ± 1.3) | FMS | Skill Materials Directions Golf Swing Performance Criteria | Scores for both skills were summed for each child resulting in a potential score range of 0-24 |
MOBAK-3 test Germany | N = 317 55% (6–7;7.0 ± NR) | Motor skill | 10 test items: Throwing/ throwing and catching, bouncing, dribbling, balancing, rolling, rope skipping and moving variably | Test items are dichotomously scaled (0 =failed, 1 = passed, both attempts passed = 2 points) |
Movement assessment battery for children - 2 Spain Wagner et al. [87] | N = 323 47% (7–10;9.0 ± NR) | Motor skill | The three broad motor skill categories that are assessed are Manual Dexterity, Aiming and Catching, and Balance. | Item performance may be a number of points, a number of performance correct or number of errors performed, and number of seconds to complete task |
MUGI Sweden Ericsson [87] | N = 251 NR (6–8; NR) | Motor skill | 9 gross motor tasks measuring two components of motor skills; Balance/bilateral coordination Hand eye coordination | Three levels are used for evaluation of motor skills 0, 1 and 2. |
OP Croatia Zuvela [145] | N = 95 49% (NR; 8.1 ± 0.3) | Motor skill | Space covering skills Resistance overcoming skills Object control skills | The result of the test is the time needed to successfully accomplish four of the tasks |
PARAGON USA Myers & Wells [87] | N = 65 59% (5–9; NR) | Gardening movements | Gardening motions (bending, carrying, lifting, stretching, watering) | For each time interval the observer chooses 1 of the 7 PA codes and 1 of the 9 garden tasks |
SEBT Spain Calatayud et al. [87] | N = 24 50% (10–12; 11.0 ± NR) | Balance | N/A | The point at which the participant touched the line was marked by the examiner and measured manually using a measuring tape |
SS Australia Rudd et al. [87] | N = 337 NR (6–10; 8.2 ± 1.2) Confirmatory factor analysis: N = 300 48% (NR; 8.2 ± 1.1) | Stability skills | Three postural control tasks were selected (the log roll, rock and back support) | Each task completed twice, with tasks broken down into performance components (rock-4, log roll-3, back support 5) |
TGMD-3 USA Ulrich et al. [87] | N = 1460 50% (5–10; 8.4 ± NR) | FMS | The TGMD-3 assesses 13 fundamental motor skills, subdivided into two subscales: Locomotor: run, gallop, hop, leap, horizontal jump, slide Ball Skills: two-handed strike, stationary dribble, catch, kick, overhand throw, underhand roll | Each skill is evaluated on three to five performance criteria, 2- trials summed per skill 0 = if a criterion was not performed 1 = if a criterion was performed |
Y Balance Test USA Faigenbaum et al. [87] | N = 188 NR (6.9–12.1; NR) | Balance | N/A | A total composite score was based on the sum of performance in three directions on both legs |
Cognitive domain | ||||
BONES PAS USA Economos et al. [87] | N = 41 63% NR, 7.1 ± 0.8) | Assess participation in and knowledge of weight-bearing PA | Children given 10 different PA pictures, and 3 coloured placemats with “yes”, “no”, “I don’t know”; “yesterday”, “the day before yesterday”; “good for building bones”, “not good for building bones”, “don’t know” | Each correct response scored as 1 and all incorrect scores including “don’t know” responses were scored as 0 |
PHKA Greece Manios et al. [87] | N = 4171 NR (6–10, NR) | Assess knowledge of diet, food products, and PA before and after 3-year intervention | Multiple choice questionnaire | NR |