The construction of a physical literacy assessment index system for junior high school students: a Chinese study

In recent years, the internalisation of education in China has led to an increase in the prevalence of a highly competitive, test-focused approach to learning. This has had a detrimental impact on the physical health and wellbeing of children and adolescents in China, resulting in a concerning lack of physical literacy among junior high school students. Accordingly, the objective of this study is to construct an evaluation index system for physical literacy in junior high school students with Chinese characteristics, quantify the relative importance of each domain, and provide a framework for students to assess and self-evaluate the sustainable development of their physical literacy. The indicator system was modelled on CAPL-2, and valid indicators were extracted from the literature. A pre-selected indicator system for physical literacy in junior high school students was constructed through three rounds of Delphi expert questionnaire surveys (48 questionnaires were distributed in total). A total of 16 experts participated in all three rounds of the surveys until a consensus was reached on the indicators, resulting in the establishment of a hierarchical analysis-based theoretical model. This was developed using the experts' opinions and determined the items to be subdomains and weights. The AHP was employed to ascertain the relative importance of the subdomains and items within the assessment system. The index weight scores of the Chinese junior high school students' physical literacy assessment index system are aligned with the core tenet of the physical literacy concept, comprising four primary indicators, eight secondary indicators, and 26 tertiary indicators. The weights of the physical literacy evaluation indexes for junior high school students in China were calculated using the AHP to establish a progressive hierarchical model and the consistency test. The primary indicators were found to be in the following order of importance: Physical Competence (29.82%) > Motivation and Confidence (29.64%) > Knowledge and Understanding (20.27%) = Daily Behavior (20.27%). The system is an effective means of evaluating the impact of physical activity and health promotion among junior high school students, and it effectively addresses the needs of this age group in these areas. It provides a comprehensive assessment of the effects of physical activity and health promotion among junior high school students, and it offers a scientific foundation for the development of precise and individualized physical activity and health promotion programs.