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Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed\/or published since publication of the reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Nine instruments were identified from eight reviews. The database search identified 375 potential papers of which 67 full text papers were screened, resulting in 39 papers relevant to a physical literacy assessment.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Inclusion and Exclusion Criteria<\/jats:title>\n                    <jats:p>Instruments were classified against the Australian Physical Literacy Framework and needed to have assessed at least three of the Australian Physical Literacy Framework domains (i.e., psychological, social, cognitive, and\/or physical).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Analyses<\/jats:title>\n                    <jats:p>Instruments were assessed for five aspects of validity (test content, response processes, internal structure, relations with other variables, and the consequences of testing). Feasibility in schools was documented according to time, space, equipment, training, and qualifications.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Assessments with more validity\/reliability evidence, according to age, were as follows: for children, the Physical Literacy in Children Questionnaire (PL-C Quest) and Passport for Life (PFL). For older children and adolescents, the Canadian Assessment for Physical Literacy (CAPL version 2). For adolescents, the Adolescent Physical Literacy Questionnaire (APLQ) and Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q). Survey-based instruments were appraised to be the most feasible to administer in schools.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This review identified optimal physical literacy assessments for children and adolescents based on current validity and reliability data. Instrument validity for specific populations was a clear gap, particularly for children with disability. While survey-based instruments were deemed the most feasible for use in schools, a comprehensive assessment may arguably require objective measures for elements in the physical domain. If a physical literacy assessment in schools is to be performed by teachers, this may require linking physical literacy to the curriculum and developing teachers\u2019 skills to develop and assess children\u2019s physical literacy.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1007\/s40279-023-01867-4","type":"journal-article","created":{"date-parts":[[2023,6,21]],"date-time":"2023-06-21T07:02:10Z","timestamp":1687330930000},"page":"1905-1929","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":82,"title":["Validity, Reliability, and Feasibility of Physical Literacy Assessments Designed for School Children: A Systematic Review"],"prefix":"10.1007","volume":"53","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9731-625X","authenticated-orcid":false,"given":"Lisa M.","family":"Barnett","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1396-244X","authenticated-orcid":false,"given":"Alethea","family":"Jerebine","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4253-4492","authenticated-orcid":false,"given":"Richard","family":"Keegan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4100-2128","authenticated-orcid":false,"given":"Kimberley","family":"Watson-Mackie","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8178-4104","authenticated-orcid":false,"given":"Lauren","family":"Arundell","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5713-3515","authenticated-orcid":false,"given":"Nicola D.","family":"Ridgers","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4734-6354","authenticated-orcid":false,"given":"Jo","family":"Salmon","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5140-9533","authenticated-orcid":false,"given":"Dean","family":"Dudley","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2023,6,21]]},"reference":[{"issue":"3","key":"1867_CR1","doi-asserted-by":"publisher","first-page":"371","DOI":"10.1007\/s40279-019-01063-3","volume":"49","author":"J Cairney","year":"2019","unstructured":"Cairney J, Dudley D, Kwan M, Bulten R, Kriellaars D. 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LA is supported by an Australian Research Council Discovery Early Career Researcher Award (DE220100847). JS is supported by a Leadership Level 2 Fellowship, National Health and Medical Research Council (1026216, 1176885).","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Funding"}},{"value":"This review was supported by funding from the Australian Sports Commission. The Australian Sports Commission funded development of the Australian Physical Literacy Framework and the Physical Literacy for Children Questionnaire. Three authors of this review (LMB, DD, RK) were involved in development of the Australian Physical Literacy Framework and four authors on this review (LMB, RK, JS, DD) were involved in developing the Physical Literacy for Children Questionnaire.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}},{"value":"Not applicable.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics Approval"}},{"value":"Not applicable.","order":5,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to Participate"}},{"value":"Not applicable.","order":6,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for Publication"}},{"value":"All data generated or analyzed during this study are included in this published article (and its supplementary information files.","order":7,"name":"Ethics","group":{"name":"EthicsHeading","label":"Availability of Data and Material"}},{"value":"Not applicable.","order":8,"name":"Ethics","group":{"name":"EthicsHeading","label":"Code Availability"}},{"value":"LMB, DD, and RK conceived the idea for this review with input from NR, LA, and JS. University librarians conducted the literature search with author input. LMB, AJ, and KWM selected the articles for inclusion in the review. LMB conducted the mapping to the APLF and the validity and feasibility results. DD, AJ, and RK reviewed mapping to the APLF and validity aspects. LMB extracted data and wrote the first draft of the manuscript except for the broader feasibility section, for which AJ wrote the first draft. All authors revised the original manuscript. All authors read and approved the final version.","order":9,"name":"Ethics","group":{"name":"EthicsHeading","label":"Authors\u2019 Contributions"}}]}}