scholarly journals The Preschool Physical Literacy Assessment Tool: Testing a New Physical Literacy Tool for the Early Years

2018 ◽  
Vol 6 ◽  
Author(s):  
John Cairney ◽  
Heather J. Clark ◽  
Maeghan E. James ◽  
Drew Mitchell ◽  
Dean A. Dudley ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Early Years ◽  
Literacy Assessment ◽  
Physical Literacy ◽  
Literacy Tool ◽  
Tool Testing

scholarly journals Development and Validation of a Food Literacy Assessment Tool for Community-Dwelling Elderly People

2021 ◽  
Vol 18 (9) ◽  
pp. 4979
Author(s):  
Hyeona So ◽  
Dahyun Park ◽  
Mi-Kyung Choi ◽  
Young-Sun Kim ◽  
Min-Jeong Shin ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Elderly People ◽  
Assessment Tool ◽  
Community Dwelling ◽  
Face Validity ◽  
Literacy Assessment ◽  
Food Literacy ◽  
Sphericity Test ◽  
Development And Validation ◽  
Korean Elderly

Food literacy refers to the knowledge, skills, and attitudes required for individuals to choose foods that promote health. As the rate of diet-related diseases increases, food literacy is becoming more important. However, there are no tools available to evaluate food literacy among the Korean elderly. We derived 547 questions from a literature review and, after three rounds of Delphi surveys, selected 33 preliminary questions. We calculated the content validity ratio of the questions and applied a face validity procedure. We then selected 32 questions, assessed their validity, and distributed them as a questionnaire to 205 elderly people. We then conducted exploratory factor analysis (EFA) to determine the validity of the questionnaire and used an internal consistency index (Cronbach’s α coefficient) to determine reliability. Based on the factor analysis, 13 questions were selected, distributed among three factors, and evaluated using the Kaiser–Meyer–Olkin (KMO) and Bartlett sphericity tests. The factor analysis showed that KMO was 0.872, which is a highly acceptable score, and the Bartlett sphericity test was χ2 = 1,374.69 at p = 0.00. The food literacy questionnaire developed in this study will likely be helpful for improving the healthcare of elderly people.

Breast Cancer Literacy Assessment Tool--Revised

2013 ◽  
Author(s):  
Karen Patricia Williams ◽  
Thomas N. Templin ◽  
Resche D. Hines
Keyword(s):  
Breast Cancer ◽  
Assessment Tool ◽  
Literacy Assessment ◽  
Cancer Literacy

Promoting Motor Development and Early Years Physical Literacy in Young Children

2019 ◽  
pp. 65-82
Author(s):  
Jacqueline D. Goodway ◽  
Ruri Famelia ◽  
Ali Brian ◽  
John C. Ozmun ◽  
David L. Gallahue
Keyword(s):  
Young Children ◽  
Motor Development ◽  
Early Years ◽  
Physical Literacy

Measurement properties of the Physical Literacy Assessment for Youth (PLAY) Tools

2020 ◽  
Author(s):  
Hilary Ann Toccacelli Caldwell ◽  
Natascja A Di Cristofaro ◽  
John Cairney ◽  
Steven R Bray ◽  
Brian W. Timmons
Keyword(s):  
Internal Consistency ◽  
Convergent Validity ◽  
Measurement Properties ◽  
School Age Children ◽  
School Age ◽  
Literacy Assessment ◽  
Physical Literacy ◽  
Rater Reliability ◽  
Method Of Evaluation ◽  
Acceptable Internal Consistency

The Physical Literacy Assessment for Youth (PLAY) Tools are a suite of tools to assess an individual’s physical literacy. The purpose of this study is to examine the psychometric properties of the PLAY Tools, including inter-rater reliability, internal consistency, validity and the associations between the tools. In this study, 218 children and youth (8.4- to- 13.7-years old) and a parent/ guardian completed the appropriate physical literacy assessments (i.e., PLAYbasic, PLAYfun, PLAYparent and PLAYself) and the Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). Inter-rater reliability for PLAYfun was excellent (ICC=0.94). The PLAYbasic, PLAYfun total, running and object control scores, and PLAYparent motor competence domain were higher in males than females, and PLAYfun locomotor skills were lower in males than females (p<0.05). Age was positively correlated with PLAYbasic and PLAYfun (r=0.14-0.32, p<0.05). BOT-2 was positively correlated with PLAYfun and PLAYbasic (r=0.19-0.59, p<0.05). PLAYbasic is a significant predictor of PLAYfun (R<sup>2</sup>=0.742, p<0.001). PLAYfun, PLAYparent and PLAYself were moderately correlated with one another. PLAYfun, PLAYparent and PLAYself demonstrated acceptable internal consistency (α=0.74-0.87, ω=0.73-0.87). The PLAY Tools demonstrated moderate associations between one another, strong inter-rater reliability and good construct and convergent validity. Continued evaluation of these tools with other populations, such as adolescents, is necessary. •In school-age children, the PLAY Tools demonstrated strong inter-rater reliability, moderate associations with one another, acceptable internal consistency and good construct and convergent validity.•The results suggest that that PLAY Tools are an acceptable method of evaluation for physical literacy in school-age children.

Development and Validation of a Literacy Assessment Tool for Persons With Diabetes

2001 ◽  
Vol 27 (6) ◽  
pp. 857-864 ◽  
Author(s):  
Charlotte Reese Nath ◽  
Shirley Theriot Sylvester ◽  
Van Yasek ◽  
Erdogan Gunel
Keyword(s):  
Assessment Tool ◽  
Literacy Assessment ◽  
Development And Validation

scholarly journals Building foundations for the future: A case study with LTA Youth

2021 ◽  
Vol 29 (85) ◽  
pp. 46-49
Author(s):  
Sam Richardson ◽  
Matt Smith ◽  
Merlin Van de Braam
Keyword(s):  
Young Child ◽  
Learning Strategies ◽  
Early Years ◽  
Physical Literacy ◽  
Tennis Players ◽  
The Future ◽  
Low Levels

This article discusses modern challenges experienced when developing tennis players including low levels of physical literacy. It then outlines the needs of a young child and learning strategies that can be used. A brief overview of some practical strategies for engaging early years participants, using a player-centred approach, are shared using examples from LTA Youth with explanations of how each exercise integrates key principles to attract and retain early years participants. 

scholarly journals Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea

2019 ◽  
Author(s):  
Sirats SantaCruz ◽  
Nagore Ipiña ◽  
Eugenio Astigarraga
Keyword(s):  
Formative Assessment ◽  
Primary Education ◽  
Assessment Tool ◽  
Longitudinal Research ◽  
Learning Processes ◽  
Early Years ◽  
Teachers Perceptions ◽  
Early Years Education

The aim of the present study is to analyse teachers’ initial perceptions about the use of the Learning ePortfolio as the main learning and assessment tool in Early Years Education and Primary Education Degrees. This is a piece of a major longitudinal research being carried out in the Faculty of Humanities and Education in Mondragon Unibertsitatea. Results show that teachers are aware of the flexibility offered by the Learning ePortfolio to assess students’ learning processes. Indeed, teachers think the Learning ePortfolio is a valuable tool for both students and teachers. However, there are still some outstanding issues to discuss with all the teachers involved in the use of the Learning ePortfolio. Conclusions drawn from this study show that the Learning ePortfolio constitutes a helpful and valuable tool for both students and teachers and it helps when carrying out formative assessment processes. Nevertheless, more training is needed to solve the gaps identified for its use.

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