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)
DOI:
https://doi.org/10.47197/retos.v58.106747Palabras clave:
Alfabetización física, Cognición, Niños, Psicometría, Desarrollo InfantilResumen
Este estudio tuvo como objetivo traducir y adaptar transculturalmente el cuestionario Physical Literacy Knowledge (PLK) del Canadian Assessment of Physical Literacy-2 para la versión en portugués, y evaluar sus propiedades psicométricas (validación de constructo, contenido, fiabilidad compuesta y invarianza de medida) en niños brasileños de baja renta. La muestra comprendió 562 niños (247 niñas), con edades entre 8,00 y 12,99 años (10,20±1,20 años), matriculados en las 12 escuelas públicas de la ciudad de Lagoa do Carro, Pernambuco, Brasil. Se realizó una traducción y adaptación transcultural del cuestionario PLK. La validez de contenido se determinó mediante el cálculo del coeficiente de validez de contenido, que evalúa la relevancia, claridad y pertinencia del total (CVCt) y de cada pregunta individualmente (CVCi). La estructura dimensional del PLK y los modelos alternativos se consideraron con modelos de primer y segundo orden. La consistencia interna se evaluó mediante la fiabilidad compuesta. También se evaluó la invarianza estructural (configural, métrica, escalar y estricta) entre sexos mediante un análisis factorial multigrupo. La validez de contenido se consideró aceptable, variando entre 0,88 y 1,00 para el CVCi, y 0,91, 0,94 y 0,99 para claridad, pertinencia y relevancia en el CVCt, respectivamente. La validez de constructo se consideró adecuada, siendo el modelo de 3 dimensiones y 9 ítems el más apropiado [χ²(df)=34,01(24); CFI=0,92; TLI=0,87; RMSEA=0,03; SRMR=0,04; 90%CIRMSEA=0,00-0,05]. El cuestionario fue estructuralmente invariable (todos los ΔCFI<0,05). Con base en los resultados, el cuestionario PLK tiene propiedades psicométricas adecuadas para evaluar el dominio cognitivo de la Alfabetización Física en niños brasileños de bajos ingresos.
Palabras clave: Alfabetización física; Cognición; Niños; Psicometría; Desarrollo Infantil.
Abstract. This study aimed to translate and cross-culturally adapt the Physical Literacy Knowledge (PLK) questionnaire from Canadian Assessment of Physical Literacy-2 for Portuguese version, and to evaluate its psychometric properties (construct validation, content, composite reliability, measurement invariance) in low-income Brazilian children. The sample comprised of 562 children (247 girls), aged between 8.00 and 12.99 years-old (10.20±1.20 years), enrolled in the 12 public-school in Lagoa do Carro city, Pernambuco, Brazil. A translation and cross-cultural adaptation of the PLK questionnaire was carried out. Content validity was determined by calculating the content validity coefficient, which assesses the relevance, clarity and pertinence of total (CVCt) and each question individually (CVCi). The dimensional structure of the PLK and alternative models were considered with first and second order models. Internal consistency was assessed using composite reliability. Structural invariance (configural, metric, scalar and strict) between sexes was also assessed using a multigroup factor analysis. Content validity was considered acceptable, varying between 0.88 and 1.00 for CVCi, and 0.91, 0.94 and 0.99 for clarity, pertinence and relevance in the CVCt, respectively. Construct validity was considered adequate, with 3 dimensions and 9 items model being the most appropriate [χ²(df)=34.01(24); CFI=0.92; TLI=0.87; RMSEA=0.03; SRMR=0.04; 90%CIRMSEA=0.00-0.05]. The questionnaire was structurally invariant (all ΔCFI<0.05). Based on the findings, the PLK questionnaire has adequate psychometric properties to assess the cognitive domain of Physical Literacy in low-income Brazilian children.
Key-words: Physical Literacy; Cognition; Children; Psychometry; Child Development.
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