Avaliação da literacia física em adultos
Miniatura indisponível
Data
2023
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O conceito de literacia física surge como uma resposta à tendência global da inatividade física e está sendo definido e interpretado de várias formas. Uma das mais adotadas é “a motivação, confiança, competência física, conhecimento e compreensão para manter a atividade física ao longo da vida”. A literacia física pode ser considerada uma componente fundamental da existência humana em todas as faixas etárias, pelo seu potencial de proporcionar experiências incorporadas enriquecedoras. O construto engloba um conjunto de domínios conceptualmente ligados entre si, que torna desafiante a recolha de dados empíricos e desenvolvimento dos instrumentos de avaliação. Até ao momento, nenhum instrumento de avaliação da literacia física para adultos, em contexto comunitário, foi validado em língua portuguesa. O objetivo desta dissertação de mestrado foi rever e comparar sistematicamente os instrumentos e métodos de avaliação da literacia física em adultos, e, de forma informada pela revisão, selecionar, traduzir e adaptar para português um instrumento apropriado. Foram realizados dois estudos. A revisão sistemática procurou analisar os métodos de avaliação da literacia física em adultos face ao seu alinhamento com o conceito e às propriedades psicométricas, e foi realizada de acordo com a metodologia Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A revisão incluiu a literatura publicada e não publicada, e foi a primeira do género de considerar artigos publicados em língua não inglesa. No segundo estudo a escala Perceived Physical Literacy Instrument Portuguese Version (PPLI-PT) foi validada numa amostra de 434 adultos portugueses. A tradução e adaptação para português foram realizados com o recurso a painel de especialistas. Após a avaliação da estrutura fatorial da escala, foi efetuada a análise fatorial confirmatória, análises de invariância entre sexos, de validade concorrente, e de confiabilidade e concordância teste-reteste. A revisão sistemática incluiu 31 artigos, publicados entre 2016 e 2022. Sete instrumentos de avaliação explícitos foram encontrados, dos quais três foram originais. Foi detetada uma inconsistência relativamente aos domínios e atributos da literacia física medidos. A falta de instrumentos validados levou a uma utilização frequente de escalas combinadas autoconstruídas. As características psicométricas das avaliações foram, em geral, insuficientemente relatadas, o que impossibilitou a comparação dos instrumentos ao nível da sua qualidade e viabilidade.
O segundo estudo forneceu evidências para a utilização adequada de PPLI-PT na população portuguesa. A escala contém 9 itens e avalia três dimensões da literacia física: sentido de si e autoconfiança (engloba habilidades de autogestão e autopercepção da aptidão física), autoexpressão e comunicação com os outros (autopercepção das habilidades sociais e da capacidade de resolução de problemas) e conhecimento e compreensão (atitude em relação à atividade física e consciencialização dos seus benefícios para a saúde). O modelo apresentou um bom ajuste aos dados e a validade de construto adequada. Surgiram algumas limitações, nomeadamente não foi verificada a invariância entre sexos, e não foi demonstrada uma consistência suficiente da escala ao longo do tempo. Mais estudos de validação são necessários para confirmar os resultados. A presente dissertação demonstrou que embora o método mais adequado de avaliação da literacia física em adultos ainda esteja por descobrir, e as soluções existentes necessitarem de mais evidências, existe crescente interesse na implementação prática do conceito, sendo amplamente aceite o seu potencial contributo no desenvolvimento do ser humano. A investigação que relaciona a literacia física com outras métricas poderá ajudar a identificar os determinantes do comportamento complexo da atividade física e apoiar eficazmente os adultos na sua jornada de literacia física. Literacia física, atividade física, avaliação, adultos
The concept of physical literacy emerges as a response to the global trend of physical inactivity and has been defined and interpreted in various ways, one of the most common being “the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout the life course”. Physical literacy can be considered a fundamental component of human existence in all age groups, due to its potential to provide enriching embodied experiences. The construct encompasses a cluster of domains, conceptually linked together. This complex structure makes collecting empirical physical literacy data challenging and constrains assessment development. So far, no physical literacy assessment instrument designed for adults and applicable in a community context has been validated in Portuguese language. This master’s thesis aimed to systematically review and compare existing physical literacy assessment attempts in adults and—informed by the review —select, translate, and adapt an appropriate instrument to Portuguese. Two studies were carried out. The systematic review sought to analyze physical literacy assessments in adults regarding their alignment with the concept and psychometric properties and followed the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) methodology. The review included published and unpublished literature and was the first of its kind to consider non-English papers. The second study validated the Perceived Physical Literacy Instrument Portuguese Version (PPLI-PT) in a sample of 434 Portuguese adults. Translation and adaptation were performed using the committee approach method. After assessing the factor structure of the scale, a confirmatory factor analysis, analysis of invariance between sex, concurrent validity, test-retest reliability and agreement analyses were conducted. The systematic review included 31 articles, published between 2016 and 2022. Seven explicit assessment instruments were found, of which three were original. An inconsistency was detected regarding the physical literacy domains and attributes measured. The lack of available instruments led to a repeated utilization of self-constructed combined assessments. In general, measurement properties were reported to a limited extent, which made it impossible to compare the instruments in terms of their quality and feasibility. The second study provided evidence for the PPLI-PT use in the Portuguese population. The scale contains nine items and assesses three domains of physical literacy: sense of self and self-confidence (encompasses self-management skills and self-perception of physical fitness), self-expression and communication with others (self-perception of social and problem-solving skills), and knowledge and understanding (attitude towards physical activity and awareness about its benefits for health). The model presented a good fit to the data and adequate construct validity. Some limitations emerged: invariance between sex was not verified, and sufficient over-time consistency was not achieved. More validation studies are needed to confirm the results. The present thesis demonstrated that although the most appropriate method of assessing physical literacy in adults is yet to be discovered, and the existing solutions require more evidence, there is a growing interest in the practical implementation of the concept, which confirms the wide acceptance of its potential contribution to human development. Future investigation of the relationship between physical literacy and other metrics could help identify the determinants of complex physical activity behavior and effectively support adults in their physical literacy journey. Physical literacy, physical activity, assessment, adults
The concept of physical literacy emerges as a response to the global trend of physical inactivity and has been defined and interpreted in various ways, one of the most common being “the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout the life course”. Physical literacy can be considered a fundamental component of human existence in all age groups, due to its potential to provide enriching embodied experiences. The construct encompasses a cluster of domains, conceptually linked together. This complex structure makes collecting empirical physical literacy data challenging and constrains assessment development. So far, no physical literacy assessment instrument designed for adults and applicable in a community context has been validated in Portuguese language. This master’s thesis aimed to systematically review and compare existing physical literacy assessment attempts in adults and—informed by the review —select, translate, and adapt an appropriate instrument to Portuguese. Two studies were carried out. The systematic review sought to analyze physical literacy assessments in adults regarding their alignment with the concept and psychometric properties and followed the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) methodology. The review included published and unpublished literature and was the first of its kind to consider non-English papers. The second study validated the Perceived Physical Literacy Instrument Portuguese Version (PPLI-PT) in a sample of 434 Portuguese adults. Translation and adaptation were performed using the committee approach method. After assessing the factor structure of the scale, a confirmatory factor analysis, analysis of invariance between sex, concurrent validity, test-retest reliability and agreement analyses were conducted. The systematic review included 31 articles, published between 2016 and 2022. Seven explicit assessment instruments were found, of which three were original. An inconsistency was detected regarding the physical literacy domains and attributes measured. The lack of available instruments led to a repeated utilization of self-constructed combined assessments. In general, measurement properties were reported to a limited extent, which made it impossible to compare the instruments in terms of their quality and feasibility. The second study provided evidence for the PPLI-PT use in the Portuguese population. The scale contains nine items and assesses three domains of physical literacy: sense of self and self-confidence (encompasses self-management skills and self-perception of physical fitness), self-expression and communication with others (self-perception of social and problem-solving skills), and knowledge and understanding (attitude towards physical activity and awareness about its benefits for health). The model presented a good fit to the data and adequate construct validity. Some limitations emerged: invariance between sex was not verified, and sufficient over-time consistency was not achieved. More validation studies are needed to confirm the results. The present thesis demonstrated that although the most appropriate method of assessing physical literacy in adults is yet to be discovered, and the existing solutions require more evidence, there is a growing interest in the practical implementation of the concept, which confirms the wide acceptance of its potential contribution to human development. Future investigation of the relationship between physical literacy and other metrics could help identify the determinants of complex physical activity behavior and effectively support adults in their physical literacy journey. Physical literacy, physical activity, assessment, adults
Descrição
Orientação: a Eliana Cristina Veiga Carraça; co-orientação: Marlene Nunes Silva
Palavras-chave
MESTRADO EM DESPORTO, EDUCAÇÃO E LITERACIA FÍSICA, DESPORTO, SPORT, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION, LITERACIA FÍSICA, PHYSICAL LITERACY, ATIVIDADE FÍSICA, PHYSICAL ACTIVITY, ADULTOS, ADULTS, AVALIAÇÃO, EVALUATION