Purpose: Following increased interest in physical literacy (PL), development of appropriate tools for assessment has become an important next step for its operationalization. To forward the development of such tools, the objective of this study was to build the foundations of the Évaluation de la Littératie Physique (ELIP), designed to help reduce existing tensions in approaches to PL assessment that may be resulting in a low uptake into applied settings. Methods: We followed two steps: (1) the development of the first version of ELIP by deploying a Delphi method (n = 30); and (2) the modification of items through cognitive interviews with emerging adults (n = 32). Results: The expert consensus highlighted four dimensions of PL to be assessed-physical; affective; cognitive; and social-with new perspectives, including a preference for broad motor tests over fitness. Conclusion: Results offer new insights into the assessment of emerging adults' PL, but ELIP still requires further work concerning validity, reliability, and sensitivity.

Bern University of Applied Sciences

Centre de Recherche du Centre Hospitalier Universitaire de Sherbrooke

Copenhagen University Hospital Bispebjerg and Frederiksberg

Deakin University

Institute for Teaching and Learning

Liverpool John Moores University

Macquarie University

National and Kapodistrian University of Athens

Palacký University Olomouc

Sports Union of Slovenia

The Chinese University of Hong Kong

Unité de Recherche Interfacultaire Santé Société

Université de Sherbrooke

Université de Strasbourg

University of Canberra

University of Gloucestershire

University of Lille University of Artois University Littoral Côte d'Opale

University of Otago

University of Patras

University of Queensland

University of Waikato

Victoria University

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