Development of the physical education knowledge questionnaire-Spain (PEKQ-S): feasibility, validity and reliability for Spanish children aged 6–12 years

Abstract

Purpose: Physical literacy (PL) encompasses the motivation, confidence, physical competence, and knowledge necessary for engaging in physical activity throughout one's life. Although tools such as the Canadian Assessment Physical Literacy (CAPL-2) assess PL globally, they lack cultural alignment with the Spanish context in terms of their cognitive components. This emphasizes the importance of developing a context-specific tool for assessing PL-related knowledge in Spanish primary education. This study aims to develop and validate the Physical Education Knowledge Questionnaire-Spain (PEKQ-S) for children aged 6–12, aligning it with the national physical education (PE) curriculum and evaluating its factor structure and reliability. Methods: The PEKQ-S was developed through curriculum review, expert consultation, and student input via open-ended and closed-ended questions. Its feasibility and reliability were tested in 145 Spanish primary school children aged 6–12, and its structure was evaluated via exploratory factor analysis. Results: Exploratory factor analysis identified two correlated factors across nine items. The PEKQ-S showed acceptable internal consistency [Cronbach's alpha (α) = 0.508–0.832] and fair to substantial test–retest reliability [intra-class correlation coefficient (ICC) = 0.337–0.696]. Moderate correlations were found between factors (r = 0.362), and most items demonstrated good reproducibility and stability. Conclusion: The PEKQ-S is a valid, reliable, and feasible tool for assessing PE-related knowledge linked to the PL in Spanish children aged 6–12. It represents the first instrument of its kind in Spain and forms part of the Spanish Physical Literacy Assessment for Children (SPLA-C) model.