Instrumento De Evaluación De La Competencia En Literacia Física En La Escuela Primaria De Tasikmalaya, Indonesia (Instrument for Assessing Physical Literacy Skills Competence in Primary School Tasikmalaya, Indonesia)
DOI:
https://doi.org/10.47197/retos.v58.107671Palabras clave:
Physical Literacy, Assessment, Primary school, Skill competenceResumen
This study aims to conceive, develop and evaluate the validity of a Physical Literacy (PL) instrument designed for primary school students in Tasikmalaya, Indonesia. Children between the ages of 8 and 12 will constitute a sample for this development research project. The validity of the instrument was assessed through the analysis of the alpha coefficient, and the results were quite good. All items have alpha coefficients close to or equal to 1.00, which indicates that the validation instrument is intended to be valid. Once it allows you to classify students according to their levels of ability and perform more effective assessments in the domain of physical education, PL assessment is necessary for physical education teachers and for school teachers. The planning of the physical education curriculum focuses more on physical literacy; Each student needs to be bettered to be easier with this instrument. Therefore, this assessment instrument is beneficial for teachers to obtain a record of individual and collective progress of students in physical education learning. The results of this study show that the instrument created is reliable and successfully collected PL data in the city of Tasikmalaya, in Indonesia. Once we can ensure that the efforts of the trainers are focused on the specific needs of each student through the use of the PL assessment instrument, we will obtain more significant results in the PL of the primary school students. Keywords: Physical literacy, Avaliação, Basic education, Skills competence Summary. This study aims to conceive, develop and evaluate the validity of a physical literacy (PL) instrument designed for primary school students in Tasikmalaya, Indonesia. Children between the ages of 8 and 12 will constitute a sample for this development research project. The validity of the instrument was assessed through the analysis of the alpha coefficient, and the results were quite good. All items have alpha coefficients close to or equal to 1.00, which indicates that the validation instrument is intended to be valid. Once it allows you to classify students according to their levels of ability and carry out more effective physical education assessments, physical education teachers and school teachers need a PL assessment. The planning of the physical education curriculum concentrates more on physical literacy; Each student needs to be bettered to be simpler with this instrument. Therefore, this assessment instrument is beneficial for teachers in obtaining a record of individual and collective progress of students in physical education learning. The results of this study show that the instrument created is reliable and successfully collected PL data in the city of Tasikmalaya, located in Indonesia. Once we can ensure that training efforts are concentrated on the specific needs of each student through the use of the PL assessment instrument, we will obtain more significant results in PL for primary school students.Citas
Adasme, G. P., Chambilla, R., Grez, C., Oyarzún, J. C., Valderrama, F. P., Montilla, J. A. P., & Álvarez, N. G. (2024). Dominio físico de la alfabetización motriz y su relación con el disfrute en clases de Educación Física de estudiantes de 5to y 6to grado. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 51, 1478–1485.
Arif ÖZSARI. (2023). The Relationship Between Sportsmanship and Happiness : A Research on Martial Arts. 248–258. https://doi.org/10.53353/atrss.1134462
Barnett, L. M., Dudley, D. A., Telford, R. D., Lubans, D. R., Bryant, A. S., Roberts, W. M., Morgan, P. J., Schranz, N. K., Weissensteiner, J. R., Vella, S. A., Salmon, J., Ziviani, J., Okely, A. D., Wainwright, N., Evans, J. R., & Keegan, R. J. (2019). Guidelines for the selection of physical literacy measures in physical education in Australia. Journal of Teaching in Physical Education, 38(2), 119–125. https://doi.org/10.1123/jtpe.2018-0219
Blanchard, J., Van Wyk, N., Ertel, E., Alpous, A., & Longmuir, P. E. (2020). Canadian Assessment of Physical Literacy in grades 7-9 (12-16 years): Preliminary validity and descriptive results. Journal of Sports Sciences, 38(2), 177–186. https://doi.org/10.1080/02640414.2019.1689076
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3
Carolo, D., Onofre, M., & Martins, J. (2023). Origens e definição do constructo de literacia física: da compreensão conceptual à criação coletiva de um referencial europeu. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 48, 761–774.
Dania, A., Kaioglou, V., & Venetsanou, F. (2020). Validation of the Canadian Assessment of Physical Literacy for Greek children: Understanding assessment in response to culture and pedagogy. European Physical Education Review, 26(4), 903–919. https://doi.org/10.1177/1356336X20904079
Dudley, D., Cairney, J., Wainwright, N., Kriellaars, D., & Mitchell, D. (2017). Critical Considerations for Physical Literacy Policy in Public Health, Recreation, Sport, and Education Agencies. Quest. https://doi.org/10.1080/00336297.2016.1268967
Durden-Myers, E. J., Green, N. R., & Whitehead, M. E. (2018). Implications for promoting physical literacy. Journal of Teaching in Physical Education, 37(3), 262–271. https://doi.org/10.1123/jtpe.2018-0131
Edwards, L. C., Bryant, A. S., Keegan, R. J., Morgan, K., Cooper, S. M., & Jones, A. M. (2018). ‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings. In Sports Medicine. https://doi.org/10.1007/s40279-017-0817-9
Fathiyati, T. N., Permana, R., & Saleh, Y. T. (2022). Instrumen Tes Literasi Jasmani Domain Kompetensi Fisik untuk Siswa Sekolah Dasar. Jurnal Ilmu Keolahragaan Undiksha, 10(1), 17–23. https://doi.org/10.23887/jiku.v10i1.43287
Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). education sciences Teaching and Learning Research Methodologies in Education : A Systematic Literature Review.
Gani, I., Tomoliyus, T., Hariono, A., Pavlovic, R., Darmawan, A., Shidiq, A. A. P., & Rahmatullah, M. I. (2024). Analysis of Multiple Intelligence of Elementary Students in Physical Education Lessons in Yogyakarta Indonesia. Retos, 56, 1086–1095.
Goss, H. R., Shearer, C., Knowles, Z. R., Boddy, L. M., Durden-Myers, E. J., & Foweather, L. (2022). Stakeholder perceptions of physical literacy assessment in primary school children. Physical Education and Sport Pedagogy, 27(5), 515–530. https://doi.org/10.1080/17408989.2021.1911979
Green, N. R., Roberts, W. M., Sheehan, D., & Keegan, R. J. (2018). Within Physical Education Settings. 2013, bi.
Higgs, B. C., & Ph, D. (2010). Physical Literacy - Two Approaches , One Concept. Physical & Health Education Journal.
IPLA. (2019). No Title. International Physical Lieteracy Association. https://www.physical-literacy.org.uk/about/
Jyotsna, F. N. U., Ahmed, A., Kumar, K., Kaur, P., & Chaudhary, M. H. (2023). Exploring the Complex Connection Between Diabetes and Cardiovascular Disease : Analyzing Approaches to Mitigate Cardiovascular Risk in Patients With Diabetes. 15(8). https://doi.org/10.7759/cureus.43882
Keays, J. J., & Allison, K. R. (1995). The effects of regular moderate to vigorous physical activity on student outcomes: a review. Canadian Journal of Public Health = Revue Canadienne de Sante Publique, 86(1), 62–65. http://europepmc.org/abstract/MED/7728720
Kreillaars, D. (2014). PLAY Fun - Workbook (1st Ed). Canadian Sport Institute – Pacific; Victoria, B.C. All. canadiansportforlife.ca
Li, M. H., Sum, R. K. W., Tremblay, M., Sit, C. H. P., Ha, A. S. C., & Wong, S. H. S. (2020). Cross-validation of the Canadian Assessment of Physical Literacy second edition (CAPL-2): The case of a Chinese population. Journal of Sports Sciences, 38(24), 2850–2857. https://doi.org/10.1080/02640414.2020.1803016
Longmuir, P. E., Boyer, C., Lloyd, M., Borghese, M. M., Knight, E., Saunders, T. J., Boiarskaia, E., Zhu, W., & Tremblay, M. S. (2017). Canadian Agility and Movement Skill Assessment (CAMSA): Validity, objectivity, and reliability evidence for children 8–12 years of age. Journal of Sport and Health Science, 6(2), 231–240. https://doi.org/10.1016/j.jshs.2015.11.004
Longmuir, P. E., Gunnell, K. E., Barnes, J. D., Belanger, K., Leduc, G., Woodruff, S. J., & Tremblay, M. S. (2018). Canadian Assessment of Physical Literacy Second Edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age. BMC Public Health. https://doi.org/10.1186/s12889-018-5902-y
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152–161. https://doi.org/https://doi.org/10.1016/j.ypmed.2012.12.004
Lundvall, S. (2015). Physical literacy in the field of physical education - A challenge and a possibility. In Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2015.02.001
Mandigo, J., Francis, N., Lodewyk, K., & Lopez, R. (2009). Physical Literacy for Educators. Sport Research Intelligence Sportive. https://doi.org/http://books.scholarsportal.info/viewdoc.html?id=678422
Mashud, M., Arifin, S., Warni, H., Samodra, Y. T. J., Yosika, G. F., Basuki, S., & Suryadi, D. (2024). Physical Fitness: Effects of active lifestyle internalization through physical literacy awareness based project. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 51, 1299–1308.
Mayordomo-Pinilla, N., Arroyo, C. G., Miguel, P. A. S., & Ramos, J. R. (n.d.). Alfabetización física y salud mental: asociaciones en alumnos de educación física de primaria y secundaria (Physical literacy and mental health: Associations in elementary and secondary physical education students). Retos, 55, 581–587.
Mota, J., Martins, J., & Onofre, M. (2021). Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for adolescents (15–18 years) from grades 10–12: development, content validation and pilot testing. BMC Public Health, 21(1), 1–22. https://doi.org/10.1186/s12889-021-12230-5
Mota, J., Martins, J., Onofre, M., & Dudley, D. (2023). Portuguese Physical Literacy Assessment for adolescents (15–18 years): validation using confirmatory factor and composite analyses. June. https://doi.org/10.3389/fspor.2023.1192025
Nurhasan. (n.d.). Tes dan Pengukuran dalam Pendidikan Jasmani. FPOK UPI Bandung.
Nutr, J. B., Act, P., Carl, J., Barratt, J., Nicitopoulos, K. P. A., Barnett, L. M., Dudley, D. A., Holler, P., Keegan, R., Kwan, M., Scurati, R., Kim, R., & Sum, W. (2023). Development , explanation , and presentation of the Physical Literacy Interventions Reporting Template ( PLIRT ). International Journal of Behavioral Nutrition and Physical Activity, 1–15. https://doi.org/10.1186/s12966-023-01423-3
Palazzuoli, A., & Iacoviello, M. (2023). Diabetes leading to heart failure and heart failure leading to diabetes : epidemiological and clinical evidence. Heart Failure Reviews, 28(3), 585–596. https://doi.org/10.1007/s10741-022-10238-6
Permana, R., & Alfadh, H. (2021). Analisis Assesmen Literasi Jasmani Dengan Kebutuhan Pembelajaran Pjok Di Sekolah Dasar Muhammadiyah Tasikmalaya. Prosiding Seminar Nasional Lppm Ump, 0(0), 221–226. https://semnaslppm.ump.ac.id/index.php/semnaslppm/article/view/148
Permana, R., Winarno, M. E., & Rahayu, S. (2023). Validity and Reliability Assessment Physical Literacy- Physical Competence Domain ( APL-PCD ) in East. 11(6), 1219–1226. https://doi.org/10.13189/saj.2023.110605
Population, S. (2018). Moderate-to-Vigorous Physical Activity and All-Cause Mortality: Do Bouts Matter? https://doi.org/10.1161/JAHA.117.007678
Renke, G., Pereira, M. B., & Renke, A. (2022). Coenzyme Q10 for Diabetes and Cardiovascular Disease : Useful or Useless ? Coenzyme Q10 for Diabetes and Cardiovascular Disease : Useful or Use- less ? August. https://doi.org/10.2174/1573399818666220429101336
Robinson, D. B., & Randall, L. (2017). Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments. Measurement in Physical Education and Exercise Science, 21(1), 40–55. https://doi.org/10.1080/1091367X.2016.1249793
Tremblay, M., & Lloyd, M. (2010). Physical Literacy Measurement - The Missing Piece. Physical & Health Education Journal, 76(1), 26–30. http://www.albertaenaction.ca/admin/pages/48/Physical Literacy Article PHE Journal 2010.pdf
Tremblay, M. S., Costas-Bradstreet, C., Barnes, J. D., Bartlett, B., Dampier, D., Lalonde, C., Leidl, R., Longmuir, P., McKee, M., Patton, R., Way, R., & Yessis, J. (2018). Canada’s Physical Literacy Consensus Statement: process and outcome. BMC Public Health. https://doi.org/10.1186/s12889-018-5903-x
Tremblay, M. S., Longmuir, P. E., Barnes, J. D., Belanger, K., Anderson, K. D., Bruner, B., Copeland, J. L., Delisle Nyström, C., Gregg, M. J., & Hall, N. (2018). Physical literacy levels of Canadian children aged 8–12 years: Descriptive and normative results from the RBC Learn to Play–CAPL project. BMC Public Health, 18(2), 1–14.
UNESCO. (2015). Quality Physical. http://creativecommons.org/licenses/by-sa/3.0/igo/)
Yılmaz, T. (2023). Investigation of Sportsmanship Orientations of Students Studying at the Investigation of Sportsmanship Orientations of Students Studying at the Faculty of Sports Sciences. October. https://doi.org/10.34293/education.v11iS1-Oct.6690
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
