Development of ELIP to Assess Physical Literacy for Emerging Adults: A Methodological and Epistemological Challenge

Abstract

Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de La LIttératie Physique (ELIP): designed to help reduce existing tensions in approaches to PL assessment resulting in a low uptake in applied settings. We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n=30); and (2) the modification of items through cognitive interviews with emerging adults (n=32).The expert consensus highlighted four dimensions of PL to be assessed -physical; affective; cognitive; and social -with new perspectives, including a preference for broad motor tests over fitness. Results offer new insights into the assessment of emerging adults' PL but ELIP still requires further work concerning validity, reliability, and sensitivity.

Measuring physical literacy for an evidence-based approach: Validation of the French perceived physical literacy instrument for emerging adults

“…Thus, the French PPLI was composed of 4 dimensions - physical, cognitive, affective, and social - and converged with findings on the most recent conceptual frameworks of PL 12 , 63 including a specific study on PL emerging adults. 10 …”

“… 5 , 6 , 7 , 8 However, despite this increasing interest and some encouraging results, 9 ongoing research is needed on proof of concept, understood here as evidence about the value of the concept, to support its viability before its implementation or further development. More evidence on PL is still needed, notably in terms of broadening the population of participants studied 10 , 11…”

“…To address this scientific challenge, the development of measurement tools is considered a crucial element. 10 , 11…”

“…Recent research exposed the value of measuring PL in this population and outlined a preliminary tool available. 10 , 26 However, further evidence of the tool's validity is needed 10 since the tool was not initially constructed for use with a population other than young children. 26 An assessment tool's language, dimensions, domains, and complexity of items/tasks needs to reflect important specificities of a population under study.…”

“… 36 However, specific milestones can still be identified throughout the PL journey making it essential to provide a practical overview of PL during these critical periods. 10 …”