Examining the Convergent Validity and Known-Groups Validity of Two Children's Self-Report Physical Literacy Scales.

Aim: To examine the convergent validity and known-groups validity of the two children's self-report physical literacy (PL) scales.

Methods: Twenty-eight neurotypical children aged 8-to-12-years completed the Physical Literacy Assessment for Youth Self (PLAYself) and the Physical Literacy for Children Questionnaire (PL-C Quest). Spearman's rho correlations were used to examine the convergent validity of the PLAYself and PL-C Quest, and independent t-tests were conducted to evaluate the known-groups validity by comparing boys' and girls' self-reported PL scores.

Results: Multiple statistically significant correlations were found between the PL-C Quest and PLAYself subscales, including a positive correlation between the Total Percentage scores of each scale (rho = .56, p < .01). Additionally, one statistically significant difference was found between girls (M = 227.13, SD = 54.83) and boys (M = 177.75, SD = 55.76) on the self-reported PLAYself Relative Rankings - Literacy subscale score, t(1) = 2.34, p = .03.

Conclusions: The PLAYself and PL-C Quest exhibited several significant correlations, supporting their convergent validity. However, only limited evidence of known-groups validity was provided with only one significant difference between the two child-reported PL scales. These results suggest a need for further research to explore alternative factors influencing children's PL.