Psychometric Properties of the French Version of the Physical Literacy Self-Description (PLSD) Questionnaire Among Children.

Abstract

This study sought to document the psychometric properties of scores on the French Version of the Physical Literacy Self-Description questionnaire. A sample of 191 French-speaking Canadian and French children, aged 5-12 years, participated in this study. Results from an exploratory factor analytic solution supported a two-factor solution encompassing (a) perceived confidence and value; and (b) perceived skills competence. Subsequent analyses supported the weak, strong and strict invariance of this solution as a function of sex, and its weak, strong, and partial strict invariance (one item was less reliable in France) across countries. The results also revealed meaningful differences in terms of latent variances (showing more inter-individual variability in Canada and among boys) and covariances (showing stronger correlations in France and among boys) across grouping variables. Results further revealed a lack of differential item functioning as a function of age and time spent in moderate to vigorous physical activities, but minimal evidence of differential item functioning as a function of body mass index (on two items). Moreover, Canadian children scored higher on perceived confidence and value and lower on perceived skills competence, while younger children scored higher on perceived skills competence. Likewise, children spending more time in moderate physical activity scored higher in the perceived confidence and value factor, while those spending more time in vigorous physical activity scored higher on the perceived skills competence factor. Finally, results supported the convergent validity of scores obtained on the French Physical Literacy Self-Description questionnaire in relation to parental ratings of children's overall, cognitive, and motor physical literacy.