Measurement of physical literacy of elementary school students in Indonesia: an analysis using the Rasch model
DOI:
https://doi.org/10.47197/retos.v65.112957Keywords:
Physical Literacy, Rasch Model, Primary School, Physical EducationAbstract
Introduction: Physical literacy assessments should be conducted at the primary school level as early as possible to facilitate the development of further treatments.
Objective: This research aimed to analyze datasets to identify the physical literacy profile of primary school students, their strengths and weaknesses in specific aspects of physical literacy, and to assess the suitability and reliability of the physical literacy measurement instruments employed in the study.
Methodology: The research method utilized was a cross-sectional survey, gathering data from 60 primary school students across various locations throughout the same timeframe. Students between the ages of 8 and 12 filled out a physical literacy questionnaire. The data was then analyzed using Rasch modeling with the help of the WinStep 5.7.3 application for validation, data cleaning, calibrating item difficulty and individual abilities, and describing the relationship between item difficulty levels and individual abilities using the same unit scale (logit).
Results: Based on the mapping results, there is a classification of physical literacy for primary school students: the high category at 46.7%, the medium category at 33.3%, and the low category at 20%. The item difficulty levels are classified into three categories: difficult at 16.7%, medium at 73.3%, and easy at 10%.
Conclusions: This analysis offers insight into the variability of students' understanding of physical literacy and the potential direction of interventions to enhance their skills.
References
Allingham, S., Maude, P., & ... (2019). Physical literacy in early childhood. The Physical Development Needs of Young Children. Needs of Young Children. https://doi.org/10.4324/9780429469831-3
Andrich, D. (2010). Rasch models. In International encyclopedia of education. (pp. 111-122). Pergamon. https://doi.org/10.1016/B978-0-08-044894-7.00258-X
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Barnett, L. M., Mazzoli, E., Bowe, S. J., Lander, N., & Salmon, J. (2022). Reliability and validity of the PL-C Quest, a scale designed to assess children’s self-reported physical literacy. Psychology of Sport and Exercise, 60, 102164. https://doi.org/10.1016/j.psychsport.2022.102164
Battaglia, G., Alesi, M., Tabacchi, G., Palma, A., & Bellafiore, M. (2019). The development of motor and pre-literacy skills by a physical education program in preschool children: A non-randomized pilot trial. Frontiers in Psychology, 9(JAN), 1–10. https://doi.org/10.3389/fpsyg.2018.02694
Belton, S. J., Issartel, J., McGrane, B., Powell, D., & O’Brien, W. (2019). A consideration for physical literacy in Irish youth, and implications for physical education in a changing landscape. Irish Educational Studies, 38(2), 193–211. https://doi.org/10.1080/03323315.2018.1552604
Bremer, E., Graham, J. D., & Cairney, J. (2020). Outcomes and feasibility of a 12-week physical literacy intervention for children in an afterschool program. International journal of environmental research and public health, 17(9), 3129. https://doi.org/10.3390/ijerph17093129
Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). SKIPing with teachers: an early years motor skill intervention. Physical Education and Sport Pedagogy, 22(3), 270–282. https://doi.org/10.1080/17408989.2016.1176133
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer Science & Business Media
Cairney, J., Clark, H., Dudley, D., & Kriellaars, D. (2019). Physical literacy in children and youth-a construct validation study. Journal of Teaching in Physical Education, 38(2), 84–90. https://doi.org/10.1123/jtpe.2018-0270
Cairney, J., Clark, H., Dudley, D., & Kriellaars, D. (2019). Physical literacy in children and youth-a construct validation study. Journal of Teaching in Physical Education, 38(2), 84–90. https://doi.org/10.1123/jtpe.2018-0270
Cairney, J., Pfeifer, K., Carl, J., Barratt, J., & Clemens, T. (2022). Psychology of Sport & Exercise How are physical literacy interventions conceptualized ? – A systematic review on intervention design and content. 58(October 2021).
Chow, J. Y., Komar, J., & Seifert, L. (2021). The role of nonlinear pedagogy in supporting the design of modified games in junior sports. Frontiers in psychology, 12, 744814. https://doi.org/10.3389/fpsyg.2021.744814
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Durden-Myers, E., & Bartle, G. (2023). Physical-Literacy-Enriched Physical Education: A Capabilities Perspective. Children, 10(9), 1503. https://doi.org/10.3390/children10091503
Durden-Myers, E. J., Bartle, G., Whitehead, M. E., & Dhillon, K. K. (2022). Exploring the notion of literacy within physical literacy: a discussion paper. Frontiers in Sports and Active Living, 4, 853247. https://doi.org/10.3389/fspor.2022.853247
Essiet, I. A., Salmon, J., Lander, N. J., Duncan, M. J., Eyre, E. L. J., & Barnett, L. M. (2021). Rationalizing teacher roles in developing and assessing physical literacy in children. Prospects, 50(1–2), 69–86. https://doi.org/10.1007/s11125-020-09489-8
Fisher, W. P. (2007). Rating scale instrument quality criteria. Rasch measurement transactions, 21(1), 1095.
Friskawati, G. F., Ma’mun, A., & Mahendra, A. (2023). A Consideration of Physical Literacy for Sports Policy in Indonesia. Asian Journal of Sport History & Culture, 3(2), 1–15. https://doi.org/10.1080/27690148.2023.2265345
Goodway, Jacqueline D., Jhon C. Ozmun, D. L. G. (2021). Understanding Motor Development (Infant, Children, Adolescents, Adult). New York: Jones & Bartlett Learning Books.
Gomes Gonçalves, J., Luz, L., Bandeira, P. F., dos Prazeres, T., Lima, V., Maia, D., dos Santos, T., Gaya, A., dos Santos, M. A., & Henrique, R. (2024). Propiedades psicométricas del cuestionario de conocimiento y comprensión de la evaluación canadiense de alfabetización física-2 en niños brasileños de baja renta (Psychometric properties of the knowledge and understanding questionnaire of the canadian assessment of physical literacy-2 in low-income brazilian children). Retos, 58, 291–298. https://doi.org/10.47197/retos.v58.106747
Higgins, G. E. (2007). Examining the original Grasmick scale: A Rasch model approach. Criminal Justice and Behavior, 34(2), 157-178.
Harvey, S., & Pill, S. (2019). Exploring Physical Education Teachers ‘Everyday Understandings’ of Physical Literacy. Sport, Education and Society, 24(8), 841–854. https://doi.org/10.1080/13573322.2018.1491002
Komar, J. (2021). The Role of Nonlinear Pedagogy in Supporting the Design of Modified Games in Junior Sports. 12(October). https://doi.org/10.3389/fpsyg.2021.744814
Linacre, J. M., & Wright, B. (2012). Winsteps help for Rasch analysis. Winsteps, USA.
Melby, P. S., Nielsen, G., Brønd, J. C., Tremblay, M. S., Bentsen, P., & Elsborg, P. (2022). Associations between children’s physical literacy and well-being: is physical activity a mediator?. BMC Public Health, 22(1), 1267. https://doi.org/10.1186/s12889-022-13517-x
Parkitny, L., McAuley, J. H., Walton, D., Costa, L. O. P., Refshauge, K. M., Wand, B. M., ... & Moseley, G. L. (2012). Rasch analysis supports the use of the depression, anxiety, and stress scales to measure mood in groups but not in individuals with chronic low back pain. Journal of Clinical Epidemiology, 65(2), 189-198. https://doi.org/10.1016/j.jclinepi.2011.05.010
Pavez-Adasme, G., Chambilla, R. ., Grez, C., Cárcamo-Oyarzún, J., Poblete-Valderrama, F., Párraga-Montilla, J., & Gómez-Álvarez, N. (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 (Physical domain of physical literacy and its relationship with enjoyment in Physical Education classes of 5th and 6th grade students). Retos, 51, 1478–1485. https://doi.org/10.47197/retos.v51.101568
Permana, R., Isti’adah, F. N., Dewi, R. S., Nurkamilah, M., Fitri, S., Nofrizal, D., Purba, P. H., Pranata, D. Y., S, A., & Sari, L. P. (2024). 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). Retos, 58, 477–484. https://doi.org/10.47197/retos.v58.107671
Roetert, E. P., & Ortega, C. (2019). Physical literacy for the older adult. Strength & Conditioning Journal, 41(2), 89-99. https://doi.org/10.1519/SSC.0000000000000430
Rotz, H. L., Alpous, A., Boyer, C., & Longmuir, P. E. (2020). Identifying criteria for a physical literacy screening task: an expert Delphi process. Exercise Medicine, 4. https://doi.org/10.26644/em.2020.007
Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan Rasch pada Assessment Pendidikan (Application of Rasch Modeling in Educational Assessment). Trim komunikata.
Schmidt, M., Egger, F., Benzing, V., Jäger, K., & ... (2017). Disentangling the relationship between children’s motor ability, executive function and academic achievement. PloS One. https://doi.org/10.1371/journal.pone.0182845
Taplin, L. (2019). Physical literacy as a journey. Physical Literacy across the World, 239–254. https://doi.org/10.4324/9780203702697-17
Telford, R., Olive, L., Keegan, R., Barnett, L., & Telford, R. (2019). The physical education and physical literacy (pepl) approach: a multicomponent primary school intervention targeting physical literacy. Journal of Science and Medicine in Sport, 22, S21. https://doi.org/10.1016/j.jsams.2019.08.172
Trantham, P. S., Sikorski, J., de Ayala, R. J., & Doll, B. (2021). An item response theory and Rasch analysis of the NUDKS: a data literacy scale. Educational Assessment, Evaluation and Accountability, 1-23. https://link.springer.com/article/10.1007%2Fs11092-021-09372-w
Tremblay, M. S., & Longmuir, P. E. (2017). Conceptual critique of Canada’s physical literacy assessment instruments also misses the mark. Measurement in Physical Education and Exercise Science, 21(3), 174-176. https://doi.org/10.1080/1091367X.2017.1333002
Valadi, S., & Cairney, J. (2022). The Canadian assessment of physical literacy: a valid tool in determining the Iranian children capacity for an active and healthy lifestyle. Sport Sciences for Health. https://doi.org/10.1007/s11332-022-00933-0
Whitehead. (2010). Physical Literacy Throughout the Lifecourse. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9780203881903/physical-literacy-margaret-whitehead
Whitehead, M. (2019). What does physical literacy look like?: Overarching principles and specific descriptions. Physical Literacy across the World. https://doi.org/10.4324/9780203702697-5
Whitehead, Margaret. (2010). Physical literacy: Throughout the lifecourse. In Physical Literacy: Throughout the Lifecourse. https://doi.org/10.4324/9780203881903
Yıldızer, G., & Munusturlar, S. (2021). Differences in perceived physical literacy between teachers delivering physical education in schools: classroom teachers vs physical education teachers. Physical Education and Sport Pedagogy, 0(0), 1–14. https://doi.org/10.1080/17408989.2021.1932784
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lutfi Nur, Nurhasan Nurhasan, Muchamad Arif Al Ardha, Ahmad Chaeroni, Gita Febria Friskawati, Heri Yusuf Muslihin, Ade Yulianto, Arief Abdul Malik
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.
