Construct validity and reliability of the Effective Early Childhood Physical Literacy Pedagogue (ECE-PLP) self-report instrument

This study evaluated the reliability and construct validity of the 51-item Effective Early Childhood Physical Literacy Pedagogue self-report instrument (ECE-PLP) measuring Early Childhood Educators’ (ECEs) perceived physical literacy (PPL) capabilities, knowledge, and practices for effectively promoting PL in young children. 494 ECEs completed the ECE-PLP and the International Physical Activity Questionnaire self-report measure of physical activity (IPAQ-SF). Item reduction analyses resulted in the ECE-PLP containing 3 subscales and 30 items. Exploratory factor analysis resulted in a five-factor solution, and weak correlations were observed between total ECE-PLP and subscale scores, and IPAQ-SF scores. Results indicated high internal consistency for total ECE-PLP scores and all subscales (α range = 0.87–0.95). Acceptable test–retest reliability was found among 44 ECEs’ total ECE-PLP scores and subscales (r range = 0.88–0.97). The final scale contained 4 subscales and 28 items. This study presents a novel instrument for ECEs, demonstrating strong internal consistency and limited support for convergent validity.