Examining the Contradictions between the Theory and Practice of Physical Literacy Assessment: Toward a New Assessment Framework
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| Title: | Examining the Contradictions between the Theory and Practice of Physical Literacy Assessment: Toward a New Assessment Framework |
|---|---|
| Language: | English |
| Authors: | Xinyuan Fang (ORCID |
| Source: | Journal of Teaching in Physical Education. 2026 45(1):52-65. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Theory Practice Relationship, Multiple Literacies, Physical Activities, Tests, Performance Based Assessment, Physical Education, Philosophy, Test Content, Hermeneutics |
| DOI: | 10.1123/jtpe.2023-0350 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | Purpose: With the development of physical literacy assessment tools such as Passport for Life and Physical Literacy Assessment for Youth, physical literacy assessment has become a hot topic in current academic research, and its assessment determines whether or not it can be put into practice, as well as leading the way in the design and implementation of pedagogical methods. Therefore, reviewing and analyzing currently available physical literacy assessment tools is valuable. Method: Based on the above, two scientific questions arise: (a) What exactly does the current physical literacy assessment tools measure, and does this contradict the original intent of physical literacy? (b) Does the current physical literacy assessment tool contradict the philosophical foundations? We reviewed physical literacy assessment tools and used a systematic review to search the Web of Science core collection. Results: (a) The results of physical literacy assessment tools are contradictory to their original purpose and cannot truly reflect the level of physical literacy. (b) Physical literacy assessment tools are contradictory to their philosophical foundations. Discussion/Conclusion: To solve these two problems, this paper draws on Wiggins' "authentic assessment" paradigm. It proposes a new physical literacy assessment framework utilizing the Sports Game Plus Scale, which provides a reference for developing future physical literacy assessment tools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493301 |
| Database: | ERIC |
| Abstract: | Purpose: With the development of physical literacy assessment tools such as Passport for Life and Physical Literacy Assessment for Youth, physical literacy assessment has become a hot topic in current academic research, and its assessment determines whether or not it can be put into practice, as well as leading the way in the design and implementation of pedagogical methods. Therefore, reviewing and analyzing currently available physical literacy assessment tools is valuable. Method: Based on the above, two scientific questions arise: (a) What exactly does the current physical literacy assessment tools measure, and does this contradict the original intent of physical literacy? (b) Does the current physical literacy assessment tool contradict the philosophical foundations? We reviewed physical literacy assessment tools and used a systematic review to search the Web of Science core collection. Results: (a) The results of physical literacy assessment tools are contradictory to their original purpose and cannot truly reflect the level of physical literacy. (b) Physical literacy assessment tools are contradictory to their philosophical foundations. Discussion/Conclusion: To solve these two problems, this paper draws on Wiggins' "authentic assessment" paradigm. It proposes a new physical literacy assessment framework utilizing the Sports Game Plus Scale, which provides a reference for developing future physical literacy assessment tools. |
|---|---|
| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2023-0350 |
