Validity and reliability of a pictorial scale of physical self-concept in spanish children. [Validez y fiabilidad de la escala pictográfica de autoconcepto físico en niños y niñas españoles].

AbstractThe pictorial scale of Physical Self-Concept in Children (P-PSC-C) is a relatively new instrument for investigating physical self-concept in childhood. The current study aims to examine the validity and reliability of the Spanish version of the P-PSC-C, and also to analyse the validity according to the children’s age. A sample of 365 primary school age (M = 9.21, SD = 1.92) students participated; divided in two groups, those aged 9 or younger and those 10-11 years old. Surveys were used to assess perceived physical concept individually. Confirmatory factor analysis (CFA) with diagonally weighted least square estimator specifically designed for ordinal data and a scaled test statistic was conducted. Ordinal alpha using a polychoric correlation matrix and Kendall’s τ were used to analyse reliability and correlation between items, respectively. The results of the CFA showed a one-dimensional excellent fit for the whole sample. According to the age groups, the CFA revealed that the item assessing flexibility had a low factor loading for older children ( = .11). Weak invariance was shown for gender. Item statistics and reliability values were otherwise good. This study shows a high potential for the pictorial scale to be suitable for the given age groups in measuring physical self-concept.ResumenLa escala pictográfica de Autoconcepto Físico en niños y niñas es un instrumento novedoso para investigar el autoconcepto físico en la niñez. Este estudio pretende analizar la validez y fiabilidad de la versión española de la escala pictográfica de Autoconcepto Físico en niños y niñas, también según su edad. En el estudio participó una muestra de 365 niños y niñas (M = 9.21, D.T. = 1.92) de centros educativos de infantil y primaria que fueron divididos en dos grupos, aquellos de 9 años o menores y los de 10-11 años. Se realizaron entrevistas individuales para medir el autoconcepto físico. Se aplicaron pruebas de análisis factorial confirmatorio (AFC) con estimaciones específicas ponderadas de mínimos cuadrados diseñado específicamente para datos ordinales. Para analizar la fiabilidad y correlación entre ítems, se utilizó una matriz policórica de correlación y la τ de Kendall, respectivamente. Los resultados del AFC para toda la muestra de estudio mostraron un ajuste unidimensional excelente. Respecto a la validez según los grupos de edad, los AFC mostraron que el ítem de flexibilidad tuvo una carga factorial baja e insuficiente en los niños de mayor edad ( = .11). Según el sexo, la invarianza fue débil. Los datos estadísticos de los ítems y la fiabilidad fueron buenos. Este estudio muestra un alto potencial para la utilización de la escala pictográfica para medir el autoconcepto físico en los grupos de edad analizados. La escala pictográfica de autoconcepto físico es relativamente nueva para estudiar el autoconcepto físico en la niñez.https://doi.org/10.5232/ricyde2019.05507References/referenciasAlfermann, D.; Stiller, J., & Würth, S. (2003). Das physische Selbstkonzept bei sportlich aktiven Jugendlichen in Abhängigkeit von sportlicher Leistungsentwicklung und Geschlecht. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35, 135–143. https://doi.org/10.1026//0049-8637.35.3.135Atienza, F. L.; Balaguer, I., & Moreno, Y. (2002). El perfil de autopercepciones para niños: análisis de la validez factorial y la fiabilidad en la versión castellana. Psicothema, 14(3), 659-664.Atienza, F. L.; Fox, K. R.; Balaguer, I., & Moreno, Y. (2004). El perfil de autopercepción física: propiedades psicométricas de la versión española y análisis de la estructura jerárquica de las autopercepciones físicas. Psicothema, 16(3), 461-467.Babic, M. J.; Morgan, P. J.; Plotnikoff, R. C.; Lonsdale, C.; White, R. L., & Lubans, D. R. (2014). Physical activity and physical self-concept in youth: systematic review and meta-analysis. Sports Medicine, 44(11), 1589-1601. https://doi.org/10.1007/s40279-014-0229-zBardid, F.; De Meester, A.; Tallir, I.; Cardon, G.; Lenoir, M., & Haerens, L. (2016). Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth. Human Movement Science, 50, 1-9. https://doi.org/10.1016/j.humov.2016.09.001Barnett, L. M.; Morgan, P. J.; van Beurden, E., & Beard, J. R. (2008). Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. The International Journal of Behavioral Nutrition and Physical Activity, 5, 40. https://doi.org/10.1186/1479-5868-5-40Barnett, L. M.; Ridgers, N. D.; Zask, A., & Salmon, J. (2015). Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children. Journal of Science and Medicine, 18(1), 98-102. https://doi.org/10.1016/j.jsams.2013.12.004Barnett, L. M.; Vazou, S.; Abbott, G.; Bowe, S. J.; Robinson, L. E.; Ridgers, N. D., & Salmon, J. (2016). Construct validity of the pictorial scale of Perceived Movement Skill Competence. Psychology of Sport and Exercise, 22, 294-302. https://doi.org/10.1016/j.psychsport.2015.09.002Bong, M., & Skaalvik, E. M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382Borrego-Balsalobre, F. J.; López-Sánchez, G. F., & Díaz-Suárez, A. (2014). Relationships between Physical Fitness and Physical Self-concept in Spanish Adolescents. Procedia - Social and Behavioral Sciences, 132, 343-350. https://doi.org/doi:10.1016/j.sbspro.2014.04.320Caspersen, C. J.; Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: definitions and distinctions for health-related research. Public Health Reports, 100(2), 126-131.Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. In J.E. Clark & J.H. Humphrey (Eds.). Motor development: Research and reviews (pp. 163-190). Reston, VA: National Association of Sport and Physical Education.Dreiskämper, D.; Tietjens, M.; Honemann, S.; Naul, R., & Freund, P. A. (2015). PSK-Kinder – Ein Fragebogen zur Erfassung des physischen Selbstkonzepts von Kindern im Grundschulalter. Zeitschrift für Sportpsychologie, 22(3), 97-111. https://doi.org/10.1026/1612-5010/a000141Estevan, I.; Molina-García, J.; Abbott, G.; Bowe, S.; Castillo, I., & Barnett, L. (2018). Evidence of Reliability and Validity for the Pictorial Scale of Perceived Movement Skill Competence in Spanish Children. Journal of Motor Learning and Development, 6(2), 1-27. https://doi.org/10.1123/jmld.2016-0065Fox, K. R., & Corbin, C. B. (1989). The Physical Self-Perception Profile: Devlopment and Preliminary Validation. Journal of Sport and Exercise Psychology, 11(4), 408-430. https://doi.org/10.1123/jsep.11.4.408Harter, S. (1981a). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312. https://doi.org/10.1037/0012-1649.17.3.300Harter, S. (1981b). The development of competence motivation in the mastery of cognitive and physical skills: is there still a place for joy? In G. C. Roberts & D. M. Landers (eds.), Psychology of Motor Behavior and Sport. (pp. 3-29). Champaing, IL: Human Kinetics Pub.Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53(1), 87-97. https://doi.org/10.2307/1129640Harter, S. (2012). Self-Perception Profile for Children: Manual and Questionnaires. University of Denver.Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55(6), 1969-1982. https://doi.org/10.2307/1129772Haubenstricker, J. L., & Seefeldt, V. D. (1986). Acquisition of motor skills during childhood. En In V. Seefeldt (ed.). Physical activity and well-being (pp. 41-102). Waldorf, MD: AAHPERD.Hulteen, R. M.; Morgan, P. J.; Barnett, L. M.; Stodden, D. F., & Lubans, D. R. (2018). Development of Foundational Movement Skills: A Conceptual Model for Physical Activity Across the Lifespan. Sports Medicine, 1-8. https://doi.org/10.1007/s40279-018-0892-6Jekauc, D.; Wagner, M. O.; Herrmann, C.; Hegazy, K., & Woll, A. (2017). Does Physical Self-Concept Mediate the Relationship between Motor Abilities and Physical Activity in Adolescents and Young Adults? PloS One, 12(1), e0168539. https://doi.org/10.1371/journal.pone.0168539Lohbeck, A.; Tietjens, M., & Bund, A. (2016). Physical self-concept and physical activity enjoyment in elementary school children. Early Child Development and Care, 186(11), 1792-1801. https://doi.org/10.1080/03004430.2015.1132708Lohbeck, A.; Tietjens, M., & Bund, A. (2017). A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender. Journal of Sports Sciences, 35(17), 1691-1696. https://doi.org/10.1080/02640414.2016.1230226Marsh, H. W. (1996). Construct Validity of Physical Self-Description Questionnaire Responses: Relations to External Criteria. Journal of Sport and Exercise Psychology, 18(2), 111-131. https://doi.org/10.1123/jsep.18.2.111Marsh, H. W.; Asci, F. H., & Tomas, I. (2002). Multitrait-Multimethod Analyses of Two Physical Self-Concept Instruments: A Cross-Cultural Perspective. Journal of Sport and Exercise Psychology, 24(2), 99-119. https://doi.org/10.1123/jsep.24.2.99Marsh, H. W., & Ayotte, V. (2003). Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis. Journal of Educational Psychology, 95, 687-706. http://dx.doi.org/10.1037/0022-0663.95.4.687Marsh, H. W., & Craven, R. G. (2006). Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 1(2), 133-163. https://doi.org/10.1111/j.1745-6916.2006.00010.xMarsh, H. W.; Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377. https://doi.org/10.1037/0022-0663.83.3.377Marsh, H. W.; Relich, J. D., & Smith, I. D. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology, 45(1), 173-187. https://doi.org/10.1037/0022-3514.45.1.173Marsh, H. W., & Shavelson, R. (1985). Self-Concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist, 20(3), 107-123. https://doi.org/10.1207/s15326985ep2003_1Mitchell, N. G.; Moore, J. B.; Bibeau, W. S., & Rudasill, K. M. (2012). Cardiovascular fitness moderates the relations between estimates of obesity and physical self-perceptions in rural elementary school students. Journal of Physical Activity & Health, 9(2), 288-294. https://doi.org/10.1123/jpah.9.2.288Moreno-Murcia, J. A.; Cervelló, E.; Vera, J. A., & Ruiz-Pérez, L. M. (2007). Physical Self-Concept of Spanish Schoolchildren: Differences by Gender, Sport Practice and Levels of Sport Involvement. Journal of Education and Human Development, 1(2). Recuperado a partir de: https://www.um.es/univefd/Self-concept.pdf Piaget, J. (1952). Origins of Intelligence in Children. New York, NY: International University Press.R Core Team. (2016). R: A Language and Environment for Statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from: http://www.R-project.orgRevelle, W. (2017). psych: Procedures for Personality and Psychological Research. Northwestern University, Evanston, Illinois, USA. Retrieved from: https://www.scholars.northwestern.edu/en/publications/psych-procedures-for-personality-and-psychological-researchRobinson, L. E.; Stodden, D. F.; Barnett, L. M.; Lopes, V. P.; Logan, S. W.; Rodrigues, L. P., & D’Hondt, E. (2015). Motor Competence and its Effect on Positive Developmental Trajectories of Health. Sports Medicine, 45(9), 1273-1284. https://doi.org/10.1007/s40279-015-0351-6semTools Contributors. (2016). semTools: Useful tools for structural equation modelling. R package version 0.4-1.4. Recuperado a partir de: http://cran.r-project.org/web/packages/semTools/index.htmlShavelson, R. J.; Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.2307/1170010Sonstroem, R. J.; Harlow, L. L., & Josephs, L. (1994). Exercise and Self-Esteem: Validity of Model Expansion and Exercise Associations. Journal of Sport and Exercise Psychology, 16(1), 29-42. https://doi.org/10.1123/jsep.16.1.29Sonstroem, R. J., & Morgan, W. P. (1989). Exercise and self-esteem: rationale and model. Medicine and Science in Sports and Exercise, 21(3), 329-337. https://doi.org/10.1123/jpah.9.2.288Spanish Royal Decree. por el que se establece el currículo básico de la Educación Primaria (whereby the curriculum basis of Primary Education is established), 126 Boletín Oficial del Estado § 52 § 1 (2014).Stiller, J.; Würth, S., & Alfermann, D. (2004). Die Messung des physischen Selbstkonzepts (PSK): Zur Entwicklung der PSK-Skalen für Kinder, Jugendliche und junge Erwachsene. Zeitschrift für Differentielle und Diagnostische Psychologie, 25, 239-257. https://doi.org/10.1024/0170-1789.25.4.239Stodden, D. F.; Goodway, J. D.; Langendorfer, S. J.; Roberton, M. A.; Rudisill, M. E.; Garcia, C., & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60(2), 290-306. https://doi.org/10.1080/00336297.2008.10483582Tietjens, M.; Dreiskaemper, D.; Utesch, T.; Schott, N.; Barnett, L., & Hinkley, T. (2018). Pictorial Scale of Physical Self-Concept for younger children (P-PSC-C): A Feasibility-Study. Journal of Motor Learning and Development, 1-21. https://doi.org/10.1123/jmld.2016-0088Utesch, T.; Dreiskämper, D.; Naul, R., & Geukes, K. (2018). Understanding physical (in-) activity, overweight, and obesity in childhood: Effects of congruence between physical self-concept and motor competence. Scientific Reports, 8(1), 5908. https://doi.org/10.1038/s41598-018-24139-yUtesch, T.; Dreiskämper, D.; Strauss, B., & Naul, R. (2018). The development of the physical fitness construct across childhood. Scandinavian Journal of Medicine & Science in Sports, 28(1), 212-219. https://doi.org/10.1111/sms.12889Utesch, T.; Zinner, J., & Büsch, D. (2018). Stabilität der physischen Fitness im Kindesalter. German Journal of Exercise and Sport Research, 1-11. https://doi.org/10.1007/s12662-018-0500-9WHO. (2018). NCDs | Governance: Development of a draft global action plan to promote physical activity. Retrieved from http://www.who.int/ncds/governance/physical_activity_plan/en/Wigfield, A., & Karpathian, M. (1991). Who Am I and What Can I Do? Children’s Self-Concepts and Motivation in Achievement Situations. Educational Psychologist, 26(3-4), 233-261. https://doi.org/10.1080/00461520.1991.965313