Physical education curriculum provides an indispensable opportunity in the establishment of physical literacy, however the aim of PL is to move beyond specific proficiency in specific activities to inclusiveness of all abilities and focuses on competencies in a variety of movements and environments. The internationally accepted definition of PL is “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” (Whitehead, 2013). Whitehead’s PL model has three key components: behavioral, psychological, and physical. Although interrelated, the behavioral component plays a role in the realization of potential by enabling individuals to invest the requisite
…show more content…
With government funding, the task of developing a comprehensive CAPL a 3-round Delphi expert review process was completed (Francis et al. 2015). Two domains were created to measure the cognitive and affective components of PL, with the inclusion of the Children’s Self-Perception of Adequacy in and Predilection for Physical Activity (CSAPPA) scale. The CSAPPA is a 20-item, self-report questionnaire that has demonstrated a high test-retest reliability as well as strong predictive and construct validity (Cairney, J., et al, 2007). The scale was designed for children 9 to16 years of age and is a measure of generalized self-efficacy toward physical activity. The CSAPPA can be completed with guidance as needed from an adult (e.g., teacher or research staff), and is completed within 15 …show more content…
Recently, Uys et al (2015) have validated the comprehensive CAPL (motivation and confidence, knowledge and understanding, physical competence, engagement in physical activity) in 10 years olds in South Africa. Similarly, Sharma, Hay, and Fleming validated the Children’s Self-perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) in overweight and obese African American children from an inner city in the US. In contrast, the PPLI has not been further tested in the literature, and may require redevelopment of a new scale for a US population. The methods used by Sum at al. (2015) to develop a perceived PL scale could be used to guide the construction of a new scale for PE teachers in the
With government funding, the task of developing a comprehensive CAPL a 3-round Delphi expert review process was completed (Francis et al. 2015). Two domains were created to measure the cognitive and affective components of PL, with the inclusion of the Children’s Self-Perception of Adequacy in and Predilection for Physical Activity (CSAPPA) scale. The CSAPPA is a 20-item, self-report questionnaire that has demonstrated a high test-retest reliability as well as strong predictive and construct validity (Cairney, J., et al, 2007). The scale was designed for children 9 to16 years of age and is a measure of generalized self-efficacy toward physical activity. The CSAPPA can be completed with guidance as needed from an adult (e.g., teacher or research staff), and is completed within 15 …show more content…
Recently, Uys et al (2015) have validated the comprehensive CAPL (motivation and confidence, knowledge and understanding, physical competence, engagement in physical activity) in 10 years olds in South Africa. Similarly, Sharma, Hay, and Fleming validated the Children’s Self-perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) in overweight and obese African American children from an inner city in the US. In contrast, the PPLI has not been further tested in the literature, and may require redevelopment of a new scale for a US population. The methods used by Sum at al. (2015) to develop a perceived PL scale could be used to guide the construction of a new scale for PE teachers in the