Validation of the Italian Translation and Cultural Adaptation of the Canadian Assessment of Physical Literacy-2 (CAPL-2) Quetionnaraires for Children

INTRODUCTION:Physical literacy (PL) is an inclusive and holistic concept, conceived from its inception to promote lifelong health and well-being by centering on the person-in-the-world and their lived experience within their cultural context (1). Consequently, different cultures, governance structures, geographical locations, and physical environments may necessitate distinct conceptualizations and pedagogies to effectively foster physical literacy (2). Thus, it is crucial to provide physical and sport educators with validated assessment tools to ensure accurate evaluation within different contexts. One of the best-known and validated assessments of PL is the Canadian Assessment of PL (CAPL-2) (3). This study aimed to validate the Italian translation and cultural adaptation of the CAPL-2 questionnaire. METHODS: We recruited 111 children (57 females, 8-12 year old, BMI = 17.9 kg/m²) who completed the Italian version of CAPL-2 questionnaire twice over a 10‐day interval under trained supervision. Internal consistency was evaluated with Cronbach’s alpha (α = 0.60).The study was Approved by the IRB of University of Cassino. We used ROC curve analysis and AUC to evaluate the capacity of CAPL-2 score to predict adherence to WHO physical activity guidelines measured using CAPL-2 items about self-reported physical activity. Before data collection, the CAPL-2 questionnaire was translated via a forward–backward procedure by bilingual experts. A pilot test with 10 children identified and resolved comprehension and cultural issues. RESULTS: Results showed high internal consistency for the motivation and confidence domain (Cronbach’s α: 0.88–0.97; mean: 5.3 ± 1.4) and lower internal consistency for the knowledge and understanding domain (Cronbach’s α: 0.20–0.34; mean: 9.3 ± 0.98). Furthermore, the results revealed that the CAPL-2 questionnaire exhibited highly predictive performance in identifying children active for at least 5 days (AUC: 0.95) compared to those active for at least 6 days (AUC: 0.89). CONCLUSION:Although the knowledge and understanding domain exhibited low internal consistency—likely due to limited variability—our findings suggest that the CAPL-2 questionnaire, translated and culturally adapted for the Italian context, is a reliable measurement tool, thereby supporting the full adaptation of the CAPL-2 test battery for Italian children aged 8 to 12 years. References: 1)Whitehead M. Physical literacy: throughout the lifecourse. Routledge; 2010. 2)Edwards LC, Bryant AS, Keegan RJ, Morgan K, & Jones AM. 2017. Definitions, Foundations and Associations of Physical Literacy: A Systematic Review. Sports medicine, 47(1), 113–126. 3)Longmuir PE, Gunnell KE, Barnes JD, Belanger K, Leduc G, Woodruff SJ, & Tremblay MS. 2018. Canadian Assessment of Physical Literacy Second Edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age. BMC public health, 18(Suppl 2), 1047.