Nine instruments were identified from eight reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed/or published since publication of the reviews. Reviews of physical literacy assessments in the past 5 years (2017 +) were initially used to identify relevant assessments. This systematic review (registered with PROSPERO on 21 August, 2022) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. The purpose of this review was to: (i) identify assessment instruments designed to measure physical literacy in school-aged children (ii) map instruments to a holistic construct of physical literacy (as specified by the Australian Physical Literacy Framework) (iii) document the validity and reliability for these instruments and (iv) assess the feasibility of these instruments for use in school environments. While the burgeoning researcher and practitioner interest in physical literacy has stimulated new assessment approaches, the optimal tool for assessment among school-aged children remains unclear.
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