Validity and Reliability of the Spanish Version of the Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) Questionnaire for Primary School Children Aged 6 to 12 Years.

INTRODUCTION

Understanding children's physical self-concept is crucial, as it influences motivation, behavior, and physical activity (PA). The Spanish version of the Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) assesses the adequacy and predilection for PA, but it is not fully adapted for schoolchildren. Considering the developmental and contextual differences between children and adolescents, adapting and validating this instrument for younger populations is necessary. This study aimed to test the validity and reliability of the CSAPPA for schoolchildren aged 6-12 years (65 boys and 64 girls; mean age 9.63 ± 1.78 years).

METHOD: Comprehension of the CSAPPA was examined through cognitive interviews, and reliability was assessed via a test-retest approach with 129 Spanish schoolchildren. Confirmatory factor analysis (CFA), Cronbach's alpha, and the intraclass correlation coefficient (ICC) were used to evaluate validity and reliability.

RESULTS

CFA confirmed the three-factor structure (Adequacy, Predilection, Enjoyment) in children aged 6-12, with excellent fit indices: Chi-square divided by degrees of freedom (χ2/df) = 1.179; Root Mean Square Error of Approximation (RMSEA) = 0.037; Comparative Fit Index (CFI) = 0.961; Tucker-Lewis Index (TLI) = 0.953. Test-retest reliability ranged from questionable to good (Cronbach's α = 0.622-0.871), except for items 8 and 14. The ICC values indicated moderate to near-perfect (ICC: 0.453-0.871) temporal stability; items 8 and 14 were excluded.

CONCLUSIONS

The Spanish CSAPPA demonstrates validity and reliability for assessing self-perceptions related to PA motivation among schoolchildren aged 6-12. As part of the affective domain in the Spanish Physical Literacy Assessment for Children (SPLA-C) model, it shows promise for use in school and sport contexts, supporting the identification of needs and planning interventions to promote active participation and positive development. However, items 8 and 14 demonstrated poor psychometric performance and should be interpreted with caution, requiring further refinement before the instrument can be recommended without reservation.