Evaluation of physical literacy of secondary school children

Taş, Hakan
Physical literacy includes physical, psychological and behavioral domain. The main purpose of this study were to determine the physical literacy of children in grade sixth and seventh and to investigate whether there any inter-relationships among sub-domains of physical literacy and to identify grade and gender differences in physical literacy. Participants were 158 sixth and seventh grade students (76 boys, 82 girls) from public schools in Çankaya and Keçiören. PLAYtools were used collecting data. Quantitative data was analyzed by descriptive statistics and inferential statistics. Findings indicated that all students had 75.9 mean score in psychological domain and had 67.6 score in environmental participation. All students, generally, participated in active video games, swimming, bicycle, volleyball, running and walking. However, they had 37.96 of 100 points for motor competence test score. Pearson correlation coefficient results indicated that there is a statistically significant correlation between PLAYself score and PLAYinventory score (r (156) = .383, p<.05). PLAYfun had no statistically significant correlation with PLAYself and PLAYinventory. There was a statistically significant difference in PLAYfun score of boys (M = 40.63, SD = 7.42) and PLAYfun score of girls (M = 35.49, SD = 6.13); t (156) = 4.76, <. 05, r2=.13. In addition, there was not a statistically significant difference among grade and gender results. In a conclusion, students should encourage doing physical activity in various settings, and providing appropriate and enough amount of knowledge about PL. Future research should be done to examine PL of students in different grades, different school and different cities.
Citation Formats
H. Taş, “Evaluation of physical literacy of secondary school children,” Thesis (M.S.) -- Graduate School of Social Sciences. Physical Education and Sports., Middle East Technical University, 2019.