Factorial Validity and Reliability of the Curricular Goals in Physical Education Questionnaire

Lyyra, Nelli; Leskinen, Esko; Heikinaro-Johansson, Pilvikki

doi:10.1080/1091367x.2015.1038822

Cited by 7 publications

(4 citation statements)

References 45 publications

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“…The current findings on gender are different from previous studies, demonstrating that boys have higher PL or physical activity than girls [30]. Although it is generally suggested that physical activity and PL decreases with increasing in age [38,39], there was no difference between gender in the current study. This is contrary to the results of a study in which male students generally have more physical activity than female students [40].…”

Section: Discussioncontrasting

confidence: 99%

Cognitive and Psychological Constructs of Korean Physical Literacy Scale in Children

Park¹,

Kim²,

Kim³

2023

Asian J Kinesiol

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OBJECTIVES The current study examined the cognitive and psychological factors of Canadian Assessment of Physical Literacy-2 (CAPL-2) using a cross-sectional design. Also, this study assessed the measurement and structural invariance of the CAPL-2.METHODS The survey was conducted on 539 elementary school students in Seoul, Korea. Among the collected data, 274 datasets were used for confirmatory factor analysis, and 25 datasets for test-retest reliability analysis and 240 datasets for differences by group. Confirmatory factor analysis, reliability analysis, and criterion-related validity analysis were carried out by using SPSS 23.0 and AMOS 23.0.RESULTS Results indicated that the Korean physical literacy scale consists of four factors (interest, motivation, competence, and understanding with 15 items). In addition, the findings revealed that all factors in physical literacy differed by the stage of physical activity (λ= .723, F=5.59, p<.001).CONCLUSIONS This study was the first to validate the CAPL-2 into the Korean children. The Korean physical literacy scale offers the possibility of assessing physical literacy to researchers and practitioners and Korean children’s physical activity enhancement could be easily tracked in school and community settings.

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Section: Discussioncontrasting

confidence: 99%

Cognitive and Psychological Constructs of Korean Physical Literacy Scale in Children

Park¹,

Kim²,

Kim³

2023

Asian J Kinesiol

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“…Another important issue is that PE teachers in Greece should consider using a positive youth development perspective (Côté and Fraser-Thomas, 2016) during the design of learning activities. This is important when it comes to gender, considering the fact that boys and girls may differently perceive the importance of PE curriculum goals (Lyyra et al, 2015). Nonetheless, it appears that teachers in Greece need to be more cognizant of potential "gender biases" in PE expectations, so that they can shape the pedagogical delivery of their lessons accordingly.…”

Section: Discussionmentioning

confidence: 99%

Validation of the Canadian Assessment of Physical Literacy for Greek children: Understanding assessment in response to culture and pedagogy

Δανιά

Kaioglou

Venetsanou

2020

European Physical Education Review

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Physical literacy (PL) is recognized as a channel for promoting holistic learning experiences within physical education (PE). Compared to conceptual advancements made in regard to its development, PL assessment lacks empirical evidence. The purpose of this study was to culturally adapt the Canadian Assessment of Physical Literacy – 2 (CAPL-2) and assess its construct validity in Greek children aged 8–12 years. Participants were 576 children (boys = 268, girls = 308; mean age = 10.22 years, standard deviation = 1.27), from Greek geographical locations. Confirmatory factor analysis (CFA) compared the present sample data to a suggested theoretical model. Analysis of variance models and frequency tabulations were used to examine age and gender associations with CAPL-2 scores. CFA results established a good fit for the data and supported a model with four interrelated domains (χ2(67) = 122.751, p < 0.01; root mean square error of approximation = 0.038; comparative fit index = 0.906; and Tucker–Lewis index = 0.873). Boys’ and older children’s physical competence was higher. Girls and older children scored lower in daily physical activity (PA) behaviour. Knowledge scores depicted misunderstandings in participants’ answers, which can be attributed to enacted Greek PE practices. Motivation was high across age groups and both genders, demonstrating that PA participation is prioritized for Greek children. CAPL-2 interpretive category scores were associated with age and gender, indicating the need for further research concerning their cultural adjustment. The CAPL-2 can be used as a valid and comprehensive instrument for charting Greek children’s PL progress and making judgements in relation to situationally grounded PE perspectives.

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“…The authenticity of the subject matter/selected content is also related to ensuring that the topics are not obsolete. Therefore, a check and balance system on the curriculum content and flexibility of replacement/modification is also needed [60]. Second, the selection criterion aids learners in attaining self-reliance economically by giving them a chance to experience observing and performing the field study.…”

Section: The Standards For Selecting the Contents Of Curriculamentioning

confidence: 99%

Peer Assessment of Curriculum Content of Group Games in Physical Education: A Systematic Literature Review of the Last Seven Years

Mohammed

Baysen

2022

Sustainability

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The study aims to systematically review the literature on the curriculum content of group games in physical education (PE) in northern Iraq. Overall, eight studies published between 2015 and 2021 were analysed on major research objectives, methodologies, and outcomes, guided by two research questions: ‘What were the key research objectives, methods, and outcomes of the selected studies in this systematic review?’ And ‘What are the general objectives of PE, the standards for selecting the contents of curricula, and the types of assessments used in PE?’. This study aims to provide a guide for Northern Iraqi universities on how to incorporate group games into PE based on the analysis of the related current literature. For that reason, researchers have primarily used quantitative, qualitative, and mixed-methods approaches to investigate learning phenomena, with most studies indicating positive learning outcomes. Besides, most studies were conducted in the formal educational setting, revealing three general objectives of PE: psychokinetic, social-emotional, and knowledge. The standards for selecting curricula contents include validity/effectiveness, self-sufficiency, significance, interest, learnability, utility, and consistency with social realities. Moreover, three types of assessments were used in PE: cognitive assessment, summative assessment, and formative assessment. The findings shed light on the main curriculum content of PE and how group games can potentially be included in the curriculum of PE in educational settings.

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Factorial Validity and Reliability of the Curricular Goals in Physical Education Questionnaire

Cited by 7 publications

References 45 publications

Cognitive and Psychological Constructs of Korean Physical Literacy Scale in Children

Cognitive and Psychological Constructs of Korean Physical Literacy Scale in Children

Validation of the Canadian Assessment of Physical Literacy for Greek children: Understanding assessment in response to culture and pedagogy

Peer Assessment of Curriculum Content of Group Games in Physical Education: A Systematic Literature Review of the Last Seven Years

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