고등학생용 한국형 피지컬 리터러시 평가도구 개발 및 타당화 = Development and Validation of the Korean Assessment of Physical Literacy (KAPL) for the High School Students

국문 초록 (Abstract)

본 연구는 고등학생을 대상으로 피지컬 리터러시(Physical Literacy, PL)을 측정하기 위한 구성요소를 탐색하고 확인하여 신뢰롭고 타당한 평가도구를 개발하고자 하였다. 고등학생용 한국형 피지컬 리터러시 평가도구(Korean Assessment of Physical Literacy, KAPL) 개발을 위해 먼저 PL 문헌조사를 통해 PL 개념 및 정의를 정리하고 구성요인을 추출하였다. 정리된 구성요인을 토대로 구성요인 선정및 문항 구성을 위한 3차례 전문가 의견수렴 결과, PL 구성요인으로 신체적역량(28.57), 신체활동(23.81), 정서·사회성(16.67), 지식(16.67), 동기부여(14.28)가 선정되었으며, 문항의 내용타당도 검증을 통해 고등학생용 KAPL 평가도구 초안이 개발되었다. 개발된 평가도구 초안의 타당도 및 신뢰도를 검증하기 위해 탐색적요인분석, 신뢰도분석 그리고 확인적요인분석을 실시하였다. 탐색적요인분석실시 결과 남학생의 경우 7가지 구성요인(신체활동참여·지속, 신체역량, 동기, 건강지식, 건강교육, 자신·자존감, 인성·긍정적사고) 35개 문항이 채택되었으며, 여학생도 7가지 구성요인(신체역량, 건강지식, 자신·자존감, 동기, 건강교육, 신체활동참여·지속, 인성· 긍정적사고) 28개 문항이 채택되었으며, 문항내적일치도 Cronbach's ⍺값은 남·여학생용 모두 .70이상으로 적절하였다. 탐색적요인분석을 통해 채택된 구성요인과 문항을 활용하여 확인적요인분석을 실시한 결과 남·여학생용 모두 측정모형의 적합도 지수인 TLI, CFI, IFI, RMSEA가 안정된 수용조건을 보이고 있었다. 또한, 개발된 평가도구의 구성요인별 측정변수가 일치하는지 알아본 수렴타당도, 구성요인 개념 간 차이가 있는지 알아본 판별타당도 그리고 학년별 차이분석을 통한 외적타당도 모두 확보하였다. 체계적인 과정을 통해 개발된 고등학생용 KAPL은 성인이 되기 전 고등학교 학생들의 PL 측정하는 데 기초자료로 이용될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

This study aimed to develop a reliable and valid assessment instrument by exploring and identifying components to measure physical literacy (PL) among high school students. To develop the Korean Assessment of Physical Literacy (KAPL) for high school students, we first summarized PL concepts and definitions and extracted constructs through PL literature review. As a result of three rounds of expert opinion gathering to select components and construct items based on the organized components, physical competence (28.57), physical activity (23.81), emotional-social aspect(16.67), knowledge (16.67), and motivation (14.28) were selected as PL components, and a draft KAPL assessment tool for high school students was developed through content validation of the items. Exploratory factor analysis, reliability analysis, and confirmatory factor analysis were conducted to verify the validity and reliability of the draft assessment tool. As a result of the exploratory factor analysis, 35 items were selected from seven constructs (physical activity participation and continuation, physical competence, motivation, health knowledge, health education, self-confidence, character, and positive thinking) for boys, 28 items from 7 constructs (physical competence, health knowledge, self-efficacy, motivation, health education, physical activity participation and continuation, character and positive thinking) were also adopted for girls, and the internal consistency Cronbach's ⍺ values were adequate at . 70 or higher for both boys and girls.
As a result of confirmatory factor analysis using the components and items adopted through exploratory factor analysis, TLI, CFI, IFI, and RMSEA, the fit indices of the measurement model for both male and female students, showed stable acceptance conditions. In addition, convergent validity, which examined whether the measured variables of each component of the developed assessment tool are consistent, discriminant validity, which examined whether there are differences between the concepts of the components, and external validity, which analyzed differences by grade level, were all secured. The KAPL for high school students developed through a systematic process can be used as a basis for measuring PL in high school students before they become adults.

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