Validation of the Chilean perceived physical literacy instrument (Ch-PPLI) questionnaire in Chilean girls, boys and adolescents between 10 and 18 years old
DOI:
https://doi.org/10.47197/retos.v65.110545Keywords:
Physical Activity, Literacy, Motor Development, Physical EducationAbstract
Introduction: Motor literacy promotes participation and maintenance of adequate levels of physical activity throughout the life cycle, reduces sedentary behavior, and improves health markers and quality of life in children and adolescents (NNA). Therefore, valid and reliable instruments are required to determine motor literacy in NNA).
Objective: To examine the validity and reliability of the "Chilean Perceived Physical Literacy Instrument" (Ch-PPLI) questionnaire in Chilean children and adolescents aged 10 to 18.
Methodology: A process of cultural adaptation and content validation was developed with three experts using the Delphi methodology, content validation coefficient, and construct validation by exploratory factor analysis (EFA), with female participants (n=134; 13.8±2.05 years) and male participants (n=146; 14.4±2.17 years).
Results: The expert validation presented content validation coefficients between 0.81 and 0.94 (i.e., “good” to “excellent”). The model fit measures presented “satisfactory” values (Root mean square error of approximation [RMSEA=0.07; p<0.001]). The EFA grouped items into one factor, presenting “high” reliability values (α=0.822 and ω=0.829). In items 1 to 5 and the total Ch-PPLI, boys presented higher values than girls (all p<0.05). In items 2 to 5, 7, 9, and the total Ch-PPLI, the active population (physical activity level questionnaire >5 points) presented higher values versus the physically inactive population (all p<0.05).Discussion: Compare the research results with other findings from the literature.
Conclusions: The Ch-PPLI showed validity and reliability in Chilean children from 10 to 18 years old. The Ch-PPLI identified differences in motor literacy between men and women and between physically active and inactive individuals.
References
Araujo Jiménez, E. A., Jané-Ballabriga, M. C., Bonillo Martin, A., & Capdevilla i Brophy, C. (2014). Executive Function Deficits and Symptoms of Disruptive Behaviour Disorders in Preschool Children %J Universitas Psychologica. 13, 1267-1277.
Aubert, S., Barnes, J. D., Demchenko, I., Hawthorne, M., Abdeta, C., Abi Nader, P., . . . Tremblay, M. S. (2022). Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries. J Phys Act Health, 19(11), 700-728. doi:10.1123/jpah.2022-0456
Belanger, K., Barnes, J. D., Longmuir, P. E., Anderson, K. D., Bruner, B., Copeland, J. L., . . . Tremblay, M. S. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health, 18(Suppl 2), 1042. doi:10.1186/s12889-018-5897-4
Brummer, J. J. & Philosophy Documentation Center. (1985). A Delphi Method of Teaching Applied Philosophy: Teaching Philosophy, 8(3), 207-220. https://doi.org/10.5840/teachphil19858381
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model. Sports Med, 49(3), 371-383. doi:10.1007/s40279-019-01063-3
Caldwell, H. A. T., Di Cristofaro, N. A., Cairney, J., Bray, S. R., MacDonald, M. J., & Timmons, B. W. (2020). Physical Literacy, Physical Activity, and Health Indicators in School-Age Children. Int J Environ Res Public Health, 17(15). doi:10.3390/ijerph17155367
Choi, S. M., Sum, R. K. W., Leung, E. F. L., & Ng, R. S. K. (2018). Relationship between perceived physical literacy and physical activity levels among Hong Kong adolescents. PLoS One, 13(8), e0203105. doi:10.1371/journal.pone.0203105
Delfa-De-La-Morena, J. M., Bores-Garcia, D., Solera-Alfonso, A., & Romero-Parra, N. (2022). Barriers to Physical Activity in Spanish Children and Adolescents: Sex and Educational Stage Differences. Front Psychol, 13, 910930. doi:10.3389/fpsyg.2022.910930
Domínguez-Martín, G., Tárraga-López, P. J., & López-Gil, J. F. (2024a). Exploring the link between perceived physical literacy and academic performance outcomes: insights from the EHDLA study. Frontiers in Sports and Active Living, 6. doi:10.3389/fspor.2024.1352114
Domínguez-Martín, G., Tárraga-López, P. J., & López-Gil, J. F. (2024b). Relationship between perceived physical literacy and obesity-related outcomes in adolescents: the EHDLA study. Frontiers in Public Health, 12. doi:10.3389/fpubh.2024.1321361
Godard, M. C., Rodríguez, N. M. P., Díaz, N., Lera, M. L., Salazar, R. G., & Burrows, A. R. (2008). [Value of a clinical test for assessing physical activity in children]. Rev Med Chil, 136(9), 1155-1162.
Gu, X., Zhang, T., Lun Chu, T., Zhang, X., & Thomas Thomas, K. (2019). Do Physically Literate Adolescents Have Better Academic Performance? Perceptual and Motor Skills, 126(4), 585-602. doi:10.1177/0031512519845274
Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall
Jean de Dieu, H., & Zhou, K. (2021). Physical Literacy Assessment Tools: A Systematic Literature Review for Why, What, Who, and How. Int J Environ Res Public Health, 18(15). doi:10.3390/ijerph18157954
Kremers, S. P. J., Dijkman, M. A. M., de Meij, J. S. B., Jurg, M. E., & Brug, J. (2008). Awareness and habit: important factors in physical activity in children. Health Education, 108(6), 475-488. doi:10.1108/09654280810910881
León-Pedroza, J. I., González-Tapia, L. A., del Olmo-Gil, E., Castellanos-Rodríguez, D., Escobedo, G., & González-Chávez, A. (2015). Inflamación sistémica de grado bajo y su relación con el desarrollo de enfermedades metabólicas: de la evidencia molecular a la aplicación clínica. Cirugía y Cirujanos, 83(6), 543-551. doi:10.1016/j.circir.2015.05.041
Li, M. H., Kaioglou, V., Ma, R. S., Choi, S. M., Venetsanou, F., & Sum, R. K. W. (2022). Exploring physical literacy in children aged 8 to 12 years old: a cross-cultural comparison between China and Greece. BMC Public Health, 22(1), 2102. doi:10.1186/s12889-022-14507-9
Lloret-Segura, Susana, Ferreres-Traver, Adoración, Hernández-Baeza, Ana, & Tomás-Marco, Inés. (2014). El Análisis Factorial Exploratorio de los Ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://dx.doi.org/10.6018/analesps.30.3.199361
Lopez-Gil, J. F., Martinez-Vizcaino, V., Tarraga-Lopez, P. J., & Garcia-Hermoso, A. (2023). Cross-cultural adaptation, reliability, and validation of the Spanish perceived physical literacy instrument for adolescents (S-PPLI). J Exerc Sci Fit, 21(3), 246-252. doi:10.1016/j.jesf.2023.03.002
Lu, C., Stolk, R. P., Sauer, P. J., Sijtsma, A., Wiersma, R., Huang, G., & Corpeleijn, E. (2017). Factors of physical activity among Chinese children and adolescents: a systematic review. Int J Behav Nutr Phys Act, 14(1), 36. doi:10.1186/s12966-017-0486-y
Mariana Lira, Teresa Jaña, & Eduardo Candia. (2022). Informe mapa nutricional 2021, Chile.
Oviedo, G. (2004). La definición del concepto de percepción en psicología con base en la Teoría Gestalt. Revista de Estudio Sociales, 18. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-885X2004000200010
Ortiz-Gutiérrez, S., & Cruz-Avelar, A. (2018). Proceso de traducción y adaptación cultural de instrumentos de medición en salud. Actas dermo-sifiliograficas, 109(3), 202–206. https://doi.org/10.1016/j.ad.2017.09.012
Pedrosa, I., Suárez-Álvarez, J., & García-Cueto, E. (2014). Evidencias sobre la Validez de Contenido: Avances Teóricos y Métodos para su Estimación [Content Validity Evidences: Theoretical Advances and Estimation Methods]. Acción Psicológica, 10(2), Article 2. https://doi.org/10.5944/ap.10.2.11820
Portela-Pino, I., Lopez-Castedo, A., Martinez-Patino, M. J., Valverde-Esteve, T., & Dominguez-Alonso, J. (2019). Gender Differences in Motivation and Barriers for The Practice of Physical Exercise in Adolescence. Int J Environ Res Public Health, 17(1). doi:10.3390/ijerph17010168
Rajkovic Vuletic, P., Gilic, B., Zenic, N., Pavlinovic, V., Kesic, M. G., Idrizovic, K., . . . Sekulic, D. (2024). Analyzing the Associations between Facets of Physical Literacy, Physical Fitness, and Physical Activity Levels: Gender- and Age-Specific Cross-Sectional Study in Preadolescent Children. Education Sciences, 14(4). doi:10.3390/educsci14040391
Ramada-Rodilla, J. M., Serra-Pujadas, C., & Delclós-Clanchet, G. L. (2013). Adaptación cultural y validación de cuestionarios de salud: Revisióny recomendaciones metodológicas (1). 55(1), Article 1
Rosselli, M., Ermini, E., Tosi, B., Boddi, M., Stefani, L., Toncelli, L., & Modesti, P. A. (2020). Gender differences in barriers to physical activity among adolescents. Nutr Metab Cardiovasc Dis, 30(9), 1582-1589. doi:10.1016/j.numecd.2020.05.005
Schilling-Lara, C., Sánchez-Quiroz, A., Quintana-Moya, L., Rojas-Román, M., Villanueva-Carrasco, E., Sepúlveda-Cofré, A., Valenzuela-Muñoz, M., Morales-Palma, C., & Castillo-Retamal, F. (2023). Cambios en el currículum de la Educación Física chilena: Voces desde el territorio. Ciencias de la actividad física, 24(2), 1–15. https://doi.org/10.29035/rcaf.24.2.1
Sum, R. K., Ha, A. S., Cheng, C. F., Chung, P. K., Yiu, K. T., Kuo, C. C., . . . Wang, F. J. (2016). Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers. PLoS One, 11(5), e0155610. doi:10.1371/journal.pone.0155610
Sum, R. K. W., Cheng, C. F., Wallhead, T., Kuo, C. C., Wang, F. J., & Choi, S. M. (2018). Perceived physical literacy instrument for adolescents: A further validation of PPLI. J Exerc Sci Fit, 16(1), 26-31. doi:10.1016/j.jesf.2018.03.002
The jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
Telford, R. M., Telford, R. D., Olive, L. S., Cochrane, T., & Davey, R. (2016). Why Are Girls Less Physically Active than Boys? Findings from the LOOK Longitudinal Study. PLoS One, 11(3), e0150041. doi:10.1371/journal.pone.0150041
Urbano-Mairena, J., Mendoza-Munoz, M., Carlos-Vivas, J., Pastor-Cisneros, R., Castillo-Paredes, A., Rodal, M., & Munoz-Bermejo, L. (2024). Role of Satisfaction with Life, Sex and Body Mass Index in Physical Literacy of Spanish Children. Children (Basel), 11(2). doi:10.3390/children11020181
Voskuil, V. R., & Robbins, L. B. (2015). Youth physical activity self-efficacy: a concept analysis. J Adv Nurs, 71(9), 2002-2019. doi:10.1111/jan.12658
Whitehead M. (2013). Definition of physical literacy and clarification of related. ICSSPE Bull J Sport Sci Phys Educ, 65, 28–33.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mauricio Inostroza-Mondaca, Rodrigo Ramírez-Campillo, Antonio García-Hermoso, Carolina Pardo Tamayo, Fernando Muñoz-Hinrichsen
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
