Development and validation of a physical literacy assessment questionnaire for college students

Physical literacy (PL) plays a vital role in promoting lifelong health, wellbeing, and sustained engagement in physical activity. This study aimed to develop and validate a physical literacy assessment questionnaire for college students (PLAQ-CS).

This cross-sectional study employed a mixed-method sequential design to develop and validate the PLAQ-CS. Domains and preliminary items were generated through an extensive literature review and semi-structured interviews with 11 students. Fourteen experts evaluated item relevance and clarity to establish content validity. A total of 1,017 students participated in the quantitative phase to assess the reliability and validity of the questionnaire. Exploratory factor analysis (EFA) was used to refine the item pool, followed by confirmatory factor analysis (CFA) to examine factorial validity. Internal consistency was assessed using Cronbach's alpha.

The resulting PLAQ-CS comprises six domains: "physical skill," "physical cognition," "physical affectivity," "physical habit," "physical morality," and "physical fitness." The EFA showed 15 factors with an explanation of 70.844% of the total variance. CFA supported the six-factor structural model proposed by the researchers, evidenced by excellent model fit indices (GFI = 0.926, AGFI = 0.907, NFI = 0.828, RFI = 0.823, IFI = 0.819, TLI = 0.815, CFI = 0.844, RMSEA = 0.048). The Cronbach's Alpha coefficient for the PLAQ-CS was 0.956, with sub-questionnaires ranging from 0.780 to 0.896. The PLAQ-CS includes 47 items, all of which demonstrate good validity and reliability.

The PLAQ-CS demonstrates scientific reliability and validity, making it suitable for assessing the PL levels of college students. Future research should focus on further validating this questionnaire across different countries and regions, with the goal of enhancing college students' PL and promoting the sustainable development of their physical and mental health.