Fig 1.
Paradigm of grounded theory process.
Table 1.
Original 60-items of PLAQ for Chinese 3–6 grades students.
Table 2.
Children’ demographic characteristics.
Table 3.
Open coding results (example).
Table 4.
Axial coding results.
Fig 2.
The physical literacy structure model for Chinese students in grade 3–6.
Table 5.
The weights of the physical literacy evaluation indicators for Chinese students in grade 3–6.
Table 6.
Fitness test of factor analysis of physical literacy sub-questionnaire.
Table 7.
Factor structures of physical competence by exploratory factor analysisa.
Table 8.
Factor structures of affective domain by exploratory factor analysisa.
Table 9.
Factor structures of knowledge and understanding by exploratory factor analysisa.
Table 10.
Factor structures of behavior of physical activity by exploratory factor analysisa.
Fig 3.
The first-order of factor structure and standardized factor loading on self- assessment physical literacy items.
Table 11.
The first-order model fit of PLAQ.
Table 12.
Composite reliability, convergent validity and discrimination validity index of the first-order model fit of PLAQ.
Fig 4.
The second-order of factor structure and standardized factor loading on self- assessment physical literacy items.
Table 13.
The second -order model fit of PLAQ.