Modeling and Measuring Physical Literacy: Evidence from Three Southeastern European Countries

This study aimed to develop a physical literacy (PL) assessment tool and examine the construct validity of two PL models in the context of physical education in Serbia, Bosnia and Herzegovina, and Croatia. The theoretical model, consisting of affective, physical, and cognitive domains, was identified through theoretical analysis. The empirical model was identified through EFA based on data collected using the developed assessment tool on a sample of 719 students aged 12 to 14, revealing a four-factor structure comprising motor competence, physical fitness, motivation and physical self-efficacy, and knowledge and understanding. CFA was used to analyze both models, with results showing that the theoretical model did not achieve a good fit, whereas the empirical model demonstrated acceptable fit. The findings support the use of this school-based PL assessment tool with an empirically derived four-factor structure and provide a valuable framework for understanding PL as a multidimensional construct in school environments.