ABSTRACT

Background

UNESCO [(2015). Quality Physical Education Guidelines for Policymakers. Paris: UNESCO Press.] highlighted the importance of developing physical literacy (PL) from childhood, although it remains unclear how best to evidence an individual’s PL journey. The aim of this study was to explore key stakeholders’ views of current practice, future directions and effective implementation of PL assessment, with a view to informing the development of a rigorous, authentic, and feasible PL assessment.

Methods

Purposive samples of children aged between 6–7 years (n = 39), 10–11 years (n = 57), primary school teachers (n = 23), and self-defined experts with an interest in PL (academics n = 13, practitioners n = 8) were recruited to take part in a series of concurrent semi-structured focus groups. Each group included a maximum of six participants, lasted on average 40 (30–90) minutes were audio-recorded and transcribed verbatim. Data were analysed using deductive and inductive thematic analysis and key themes were represented by pen profiles.

Results

Higher order themes of (i) existing assessments, (ii) demand for PL assessment, (iii) acceptability of PL assessment, and (iv) factors related to implementation of PL assessments were identified. All stakeholders viewed the assessment of PL as important, but in line with well-established barriers within physical education (PE), assessment was not a priority in many schools, resulting in a variability in existing practice. No assessment of the affective and cognitive domains of PL was reported to be in use at participating schools. All stakeholder groups recognised the potential benefits of using technology within the assessment process. Children recognised that teachers were constantly making judgements to help them improve, and agreed that assessment could help record this, and that assessment should be differentiated for each child. Teachers widely reported that future assessment should be time-efficient, simple, and useful.

Conclusion

Study findings revealed a demonstrable need for a feasible PL assessment that could be effectively used in schools. To our knowledge, this is the first attempt to involve these stakeholders, and triangulate data, to inform future PL assessment and practice. Findings provide an evidence base to inform the onward development of a conceptually aligned PL assessment tool, suitable for use in schools. In turn, this will enable robust, empirical evidence to be collated, to evidence theory, and inform practice and policy.

中文翻译：

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利益相关者对小学生体育素养评估的看法

摘要

背景

教科文组织[（2015）。决策者的优质体育指导方针。巴黎：联合国教科文组织出版社。] 强调了从童年开始培养体育素养 (PL) 的重要性，尽管目前尚不清楚如何最好地证明个人的体育素养之旅。本研究旨在探讨主要利益相关者对 PL 评估的当前实践、未来方向和有效实施的看法，以期为制定严谨、真实和可行的 PL 评估提供信息。

方法

6-7 岁（n  = 39）、10-11 岁（n  = 57）、小学教师（n  = 23）和对 PL 感兴趣的自定义专家（学者n  = 13 ）的目的样本, 从业者n  = 8) 被招募参加一系列同时进行的半结构化焦点小组。每组最多包括六名参与者，平均持续 40 (30-90) 分钟，被录音和逐字转录。使用演绎和归纳主题分析对数据进行分析，并通过笔配置文件表示关键主题。

结果

(i) 现有评估、(ii) 对 PL 评估的需求、(iii) PL 评估的可接受性以及 (iv) 与 PL 评估实施相关的因素的高阶主题被确定。所有利益相关者都认为 PL 的评估很重要，但与体育教育 (PE) 中既定的障碍相一致，评估在许多学校中不是优先事项，导致现有实践存在差异。据报道，参与的学校没有对 PL 的情感和认知领域进行评估。所有利益相关者团体都认识到在评估过程中使用技术的潜在好处。孩子们认识到教师不断做出判断以帮助他们提高，并同意评估可以帮助记录这一点，并且应该对每个孩子进行差异化评估。

结论

研究结果表明，显然需要一种可行的 PL 评估，该评估可以在学校中有效使用。据我们所知，这是第一次尝试让这些利益相关者参与进来，并对数据进行三角测量，为未来的 PL 评估和实践提供信息。研究结果提供了一个证据基础，为进一步开发概念一致的 PL 评估工具提供信息，该工具适用于学校。反过来，这将使有力的经验证据能够被整理到证据理论中，并为实践和政策提供信息。