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The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6
The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3–6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of o...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521930/ https://www.ncbi.nlm.nih.gov/pubmed/36174059 http://dx.doi.org/10.1371/journal.pone.0262976 |
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author | YongKang, Wang QianQian, Fu |
author_facet | YongKang, Wang QianQian, Fu |
author_sort | YongKang, Wang |
collection | PubMed |
description | The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3–6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3–6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach’s alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3–6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future. |
format | Online Article Text |
id | pubmed-9521930 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-95219302022-09-30 The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 YongKang, Wang QianQian, Fu PLoS One Research Article The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3–6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3–6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach’s alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3–6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future. Public Library of Science 2022-09-29 /pmc/articles/PMC9521930/ /pubmed/36174059 http://dx.doi.org/10.1371/journal.pone.0262976 Text en © 2022 Wang, Fu https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article YongKang, Wang QianQian, Fu The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title | The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title_full | The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title_fullStr | The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title_full_unstemmed | The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title_short | The Chinese assessment of physical literacy: Based on grounded theory paradigm for children in grades 3–6 |
title_sort | chinese assessment of physical literacy: based on grounded theory paradigm for children in grades 3–6 |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521930/ https://www.ncbi.nlm.nih.gov/pubmed/36174059 http://dx.doi.org/10.1371/journal.pone.0262976 |
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