ArticleFrontiers in sports and active living2022
Portuguese Physical Literacy Assessment - Observation (PPLA-O) for adolescents (15-18 years) from grades 10-12: Development and initial validation through item response theory.
Article in Frontiers in sports and active living, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- A structural model of university faculty perceived physical literacy: evidence-based quality physical education.Frontiers in sports and active living · 2025Article
- Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for Adolescents: Validity and Reliability of the Psychological and Social Modules using Mokken Scale Analysis.Perceptual and motor skills · 2023Review
- Portuguese Physical Literacy Assessment for adolescents (15-18 years): validation using confirmatory factor and composite analyses.Frontiers in sports and active living · 2023Article
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Abstract
Introduction: Aims of these studies were to develop the Portuguese Physical Literacy Assessment Observation instrument (PPLA-O) to assess the physical and part of the cognitive domain of Physical Literacy (PL) through data collected routinely by Physical Education (PE) teachers; and to assess the construct validity (dimensionality, measurement invariance, and convergent and discriminant validity) and score reliability of one of its modules [Movement Competence, Rules, and Tactics (MCRT)]. Methods: Content analysis of the Portuguese PE syllabus and literature review were used for PPLA-O domain identification. Multidimensional Item Response Theory (MIRT) models were used to assess construct validity and reliability, along with bivariate correlations in a sample of 515 Portuguese grade 10-12 students ( Results: PPLA-O development resulted in an instrument with two modules: MCRT (22 physical activities) and Health-Related Fitness (HRF; 5 protocols); both assessed with teacher-reported data entered in a spreadsheet. A two correlated dimensions Graded Response Model (Manipulative-based Activities [MA], and Stability-based Activities [SA]) showed best fit to the MCRT data, suggesting measurement invariance across sexes, and adequate to good score reliabilities (MA = .89, and SA = .73). There was a moderate to high correlation ( Conclusions: PPLA-O is composed of two modules that integrate observational data collected by PE teachers into a common frame of criterion-referenced PL assessment. The HRF module uses data collected through widely validated FITescola® assessment protocols. The MCRT makes use of teacher-reported data collected in a wide range of activities and movement pursuits to measure movement competence and inherent cognitive skills (
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