Traducción y validación de la evaluación canadiense de la alfabetización física-2 en una muestra turca
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https://doi.org/10.17979/sportis.2026.12.1.12512Resumen
La alfabetización física (AF) requiere una mayor validación empírica a escala mundial. En Turquía, la AF es un concepto relativamente nuevo y carece de herramientas estandarizadas para su evaluación completa. Este estudio tuvo como objetivo adaptar culturalmente la Evaluación Canadiense de la Alfabetización Física–2 (CAPL-2) y evaluar su validez de constructo entre niños turcos de 9 a 12 años. La versión adaptada se administró a una muestra de 240 escolares de 12 aulas en tres escuelas. El análisis factorial confirmatorio, basado en el modelo de cuatro factores propuesto por los desarrolladores originales del CAPL-2, mostró un ajuste aceptable para la versión turca (CFI = .832, NNFI = .785, GFI = .937, AGFI = .907, RMSEA = 0.054 [IC del 90%: 0.038–0.070] y SRMR = 0.060). Se observaron correlaciones positivas significativas entre los dominios. Los niños presentaron mayores niveles de competencia física y comportamientos diarios relacionados con la AF en comparación con las niñas. Por su parte, ambos sexos obtuvieron puntuaciones altas en Motivación y Confianza, lo que sugiere que los niños turcos valoran la participación en actividades físicas. Las puntuaciones más bajas se registraron en Conocimiento y Comprensión, dominio que no mostró correlaciones significativas con los demás, lo que podría reflejar malentendidos derivados del contexto específico de la Educación Física en Turquía. En general, la versión turca traducida y adaptada culturalmente del CAPL-2 se validó como una herramienta válida y fiable para evaluar la AF en niños turcos, lista para su aplicación en investigaciones futuras.
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