Validation of the 15-Item and 5-Item Versions of the Perceived Physical Literacy Instrument for Spanish Adolescents Aged 11–18: A Study Using the Original 18-Item Version

José Antonio Romero-Macarrilla; Robert Bauer; Javier Fernández-Sánchez; Eva Fernández-Sánchez; Iván González-Gutiérrez; José Carmelo Adsuar; Raquel Pastor-Cisneros; María Mendoza-Muñoz; Jorge Carlos-Vivas; Daniel Collado-Mateo

Resumen:

Background: Physical literacy is a multidimensional construct encompassing physical competence, confidence, motivation, knowledge, and lifelong engagement in physical activity. The Perceived Physical Literacy Instrument (PPLI) has been widely used internationally; however, previous adolescent validations have been based on a reduced 9-item version originally developed for teachers. This study aims to evaluate the validity and test–retest reliability of a Spanish adaptation of the original 18-item PPLI in Spanish adolescents aged 11–18 years. Methods: A multi-phase validation study was conducted with 869 Spanish adolescents (421 females). The procedure included: (1) translation and cultural adaptation, (2) Exploratory Factor Analysis (EFA; n = 290), Confirmatory Factor Analysis (CFA; n = 579) and invariance analyses, and (3) test–retest reliability assessment. Results: EFA supported a three-factor solution comprising 15 items. CFA showed standardized factor loadings ranging from 0.62 to 0.89, indicating that the latent constructs were adequately represented. Although the 15-item model showed acceptable fit, a 5-item unidimensional short form was developed due to limitations in the three-dimensional models. This short form demonstrated good model fit (scaled RMSEA = 0.073; scaled CFI = 0.992; SRMR = 0.026), adequate convergent validity (AVE = 0.558), high reliability (ω = 0.821), moderate test–retest stability (ICC = 0.69), and full configural, metric, and scalar longitudinal invariance. Conclusions: The 15-, 9-, and 5-item versions of the PPLI are valid and reliable options. The 15-item version allows comprehensive assessment and domain-level interpretation. The 9-item version facilitates comparability with previous international research. The 5-item version may be useful in contexts with time constraints but may not be the preferred choice for comprehensive assessment of physical literacy in clinical or detailed pedagogical diagnostic settings.