Scholarlink

Background <p>Accidental drowning and insufficient physical activity remain major public health concerns among children worldwide. Aquatic Literacy provides a framework to support water safety, competence development, and lifelong participation in physical activity. However, evidence on the reliability of practical assessment approaches in educational contexts remains limited.</p> Methods <p>This study examined the inter-rater reliability of the practical components of the Aquatic Literacy for All Children (ALFAC) test battery. Twenty-one trained assessors evaluated standardized video recordings of 93 children performing nine isolated aquatic skills and one dynamic Parcours task. Reliability was assessed using Fleiss’ Kappa (κ) and Intraclass Correlation Coefficients (ICC), complemented by qualitative feedback from assessors.</p> Results <p>Substantial to almost perfect agreement was found for most isolated skills (ICC = 0.51–0.95). In contrast, reliability for Parcours tasks varied widely (κ = –0.03 to 1.00), with lower agreement in tasks involving underwater movements, brief observation periods, and complex coordination. Qualitative findings highlighted unclear performance criteria and observational challenges as key sources of inconsistency.</p> Conclusions <p>The ALFAC test battery shows promising reliability for assessing discrete aquatic skills but requires refinement for complex tasks. Improving criteria clarity and assessor training may enhance consistency in educational settings. Reliable assessment of aquatic competence can support teaching practices, promote equitable learning opportunities, and contribute to water safety and participation in physical activity.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Inter rater reliability of practical assessment criteria for aquatic literacy in children

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月2日

查看全文
  • Ilka Staub,
  • Michel Brinkschulte,
  • Aldo M. Costa,
  • Mario J. Costa,
  • Kristine De Martelaer,
  • Eva D’Hondt,
  • Linde van Droogenbroeck,
  • Nuno D. Garrido,
  • Anna Kwasna,
  • Ingeborg Ljødal,
  • Léa Mekkaoui,
  • Bjørn H. Olstad,
  • François Potdevin,
  • Marek Rejman,
  • Daria Rudnik,
  • Catarina C. Santos,
  • Emilie Simonsen,
  • Susana Soares,
  • Maila Vogel,
  • Tobias Vogt

摘要

Background

Accidental drowning and insufficient physical activity remain major public health concerns among children worldwide. Aquatic Literacy provides a framework to support water safety, competence development, and lifelong participation in physical activity. However, evidence on the reliability of practical assessment approaches in educational contexts remains limited.

Methods

This study examined the inter-rater reliability of the practical components of the Aquatic Literacy for All Children (ALFAC) test battery. Twenty-one trained assessors evaluated standardized video recordings of 93 children performing nine isolated aquatic skills and one dynamic Parcours task. Reliability was assessed using Fleiss’ Kappa (κ) and Intraclass Correlation Coefficients (ICC), complemented by qualitative feedback from assessors.

Results

Substantial to almost perfect agreement was found for most isolated skills (ICC = 0.51–0.95). In contrast, reliability for Parcours tasks varied widely (κ = –0.03 to 1.00), with lower agreement in tasks involving underwater movements, brief observation periods, and complex coordination. Qualitative findings highlighted unclear performance criteria and observational challenges as key sources of inconsistency.

Conclusions

The ALFAC test battery shows promising reliability for assessing discrete aquatic skills but requires refinement for complex tasks. Improving criteria clarity and assessor training may enhance consistency in educational settings. Reliable assessment of aquatic competence can support teaching practices, promote equitable learning opportunities, and contribute to water safety and participation in physical activity.