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Title: Physical literacy assessment amongst young children
Author: Goss, H. R.
ISNI:       0000 0004 8506 5961
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2020
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Physical literacy is defined as the motivation, confidence, physical competence and knowledge and understanding to value and engage in physical activity for life. The concept has increased in popularity in recent years, particularly within childhood. However, this popularity has preceded empirical evidence for the concept. It remains unclear how best to asses an individual’s physical literacy journey, which is crucial to provide evidence to support pedagogy and accountability. The aim of this thesis was to inform the development of a rigorous, aligned, and feasible physical literacy assessment tool for use in young children, aged 5-7 years old. Study One (Chapter Three) was a narrative review which aimed to clarify similarities, differences, and potential causes of contention across prominent international perspectives of physical literacy. It was recommended that work related to physical literacy should be transparent, enabling others to compare different interpretations and evaluate the effectiveness of intervention programs, policies and assessment. Study Two (Chapter Four) used rigorous protocol to conduct a large-scale systematic review of existing assessments related to physical literacy used in young children. 27 assessments: affective (n=7), physical (n=15), cognitive (n=6), were identified, with one assessment appraised in both the affective and cognitive domains. Findings offered detailed insight regarding the measurement properties, feasibility and alignment to physical literacy amongst existing assessments. Study Three (Chapter Five) explored stakeholders’ perceptions physical literacy assessment. Concurrent focus groups were conducted with academics/practitioners (n=21), teachers (n=23) and 5-7-year-old children (n=39). Findings demonstrated that although participants indicated demand for an assessment, current existing assessments do not meet the needs of stakeholders, and various recommendations regarding implementation were identified. This is the first study to qualitatively investigate stakeholders’ perceptions of physical literacy assessment. The findings of these studies and external research have informed the development of 10 recommendations for the assessment of physical literacy in younger children, presented in Chapter Six. We hope the empirical evidence reported within this thesis has demonstrated the importance of the assessment of physical literacy with younger children and provides the foundation for the development of a future physical literacy assessment tool for this context, which could have positive impact across research, policy and practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
Keywords: LB Theory and practice of education ; GV561 Sports