Evaluation of the Content Validity of the Canadian Assessment of Physical Literacy-2
DOI:
https://doi.org/10.29038/2220-7481-2023-02-41-48Keywords:
physical literacy, CAPL-2, motivation, physical activity, expert evaluation, consensusAbstract
Topicality. In order to stimulate physical literacy research, it is crucial to adapt methods of high quality. The work aims to adapt the Canadian Assessment of Physical Literacy-2 (CAPL-2) protocol and analyze the content validity of the affective and cognitive domains using expert evaluation. Methods. The study was carried out considering the recommendations set out in the Consensus-based Standards for the selection of health status Measurement Instruments (COSMIN). The assessment of content validity was carried out with the group of experts, among whom there were pedagogical (N = 22, 63,6 % – women, teaching experience – M (SD) = 22,80 (12,68) years) and university professors (N = 8, 87,5 % – women, scholarly work experience – M (SD) = 13,63 (9,41) years). Each question of the CAPL-2 protocol was evaluated by experts in terms of appropriateness and comprehensibility with a 5-point scale. Results. The «Motivation and Confidence» and «Knowledge and Understanding» parts of the CAPL-2 protocol, after translation into Ukrainian, were analyzed by Ukrainian specialists in physical education, sports, and pedagogy. According to experts, the proposed blocks of questions related to the affective and cognitive components of physical literacy are understandable and clearly formulated. Difficulties were found in assigning some items to the appropriate part of the protocol. Conclusions. The Ukrainian questionnaires «Motivation and Confidence» and «Knowledge and Understanding» of the CAPL-2 protocol have sufficient content validity. Questionnaires are presented in simple and understandable language, short in volume, and require prior instruction of all involved persons. The questionnaires are designed for children aged 8–12 years. Working with the protocol requires further assessment of the validity of the instruments and the involvement of schoolchildren in the survey.
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