Measuring the Content Validity of Physical Literacy Assessment Instruments for Manipulative Games through Aiken Index Analysis

This study aimed to measure the content validity of physical literacy assessment instruments on manipulative motion games. A quantitative approach was used to describe the results of content validity from five experts. Data were analyzed using Aiken’s V index. The physical literacy instrument was developed based on the domains and elements of physical literacy from the Australian Physical Literacy Framework. The instrument used four domains—physical, psychological, social, and cognitive, with each domain focusing on one element. The physical domain focused on the manipulative movement element. The psychological domain focused on self-confidence. The social domain concentrated on the relationship element. The cognitive domain focused on understanding rules. According to the Structure of Observed Learning Outcomes (SOLO) taxonomy, each element has three ability levels: pre-structural, unistructural, and multi-structural. The physical literacy assessment instrument assessed five manipulative movement games. Each game emphasizes one skill: throwing, catching, dribbling, kicking, and striking. Each manipulative motion game assessment consists of 12 items. Content validation using Aiken’s V method involved five raters. Evaluation of the relevance of each instrument item using a scale of one to four, corresponding to irrelevant and very relevant respectively. The results of content validation with the Aiken’s V index on the physical literacy assessment instrument are as follows: i. 12 valid items on throwing games, ii. 9 valid items and three invalid items on catching games, iii. 12 valid items on dribbling games, iv. 12 valid items on kicking games, and v. 12 valid items on striking games. The minimum value of Aiken’s V index that meets validity at the 5% significance level is ≥0.87. Invalid items need to be revised to differentiate ability levels.