Psychometric Evaluation of the Persian Version of PLAYparent: A Parent-Reported Physical Literacy Assessment Tool for Children in Iran

Abstract

Background: Physical literacy is a multidimensional construct that plays a vital role in fostering lifelong engagement in physical activity among children. Valid and culturally adapted assessment tools are essential for evaluating physical literacy from diverse perspectives, including that of parents. Objectives: This study aimed to examine the validity and reliability of the Persian version of the physical literacy assessment for youth (PLAY) parent. Methods: A total of 212 conveniently sampled parents in Iran completed the PLAYparent questionnaire based on their children’s physical and motor abilities. Following confirmation of translation accuracy and face validity, a second-order confirmatory factor analysis (CFA) was conducted using structural equation modeling (SEM) with maximum likelihood (ML) estimation to assess construct validity. Results: After item analysis, one item was removed. Confirmatory factor analysis using AMOS indicated that all remaining items had significant and acceptable loadings on their respective latent factors. The model demonstrated good fit based on indices such as the Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), root mean square error of approximation (RMSEA), and normed chi-square (χ²/df). The overall Cronbach’s alpha was 0.85. Composite reliability (CR) values for the total scale and subscales ranged from 0.745 to 0.946. All subscales had average variance extracted (AVE) values of 0.50 or higher, indicating satisfactory convergent validity. Children showed desirable motor competence but scored at average levels on the object control, cognitive, and environment subscales. Conclusions: The findings support the Persian version of the PLAYparent as a reliable and valid instrument comprising four subscales (cognitive domain, motor competence, object control, and environment) with 18 items. This version appears to be a psychometrically sound tool for assessing children’s physical literacy from the parental perspective. Nonetheless, the findings highlight the need for additional support to foster broader physical literacy development.