Abstract
BackgroundPhysical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors. Researchers are interested in relationships among these constituent factors. The purpose of this study was to investigate how age, gender, and physical competence components of physical literacy relate to a child’s adequacy in and predilection for physical activity.MethodsA sample of 8530 Canadian youth (50% girl) aged 8.0 to 12.9 years participated in the study. Participants completed the Canadian Assessment of Physical Literacy (CAPL) protocol, which assesses physical literacy in four domains: Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding. Stepwise multiple regression analyses were conducted to investigate the relationship between physical competence components of physical literacy (Progressive Aerobic Cardiovascular Endurance Run [PACER], Canadian Agility and Movement Skill Assessment [CAMSA], sit and reach, handgrip, plank, and body mass index) and children’s perceived adequacy and predilection toward physical activity as measured by subscales from the Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity scale (CSAPPA).ResultsThe variable most strongly associated with adequacy and predilection was the PACER shuttle run score. The PACER accounted for 10.9% of the variance in adequacy and 9.9% of the variance in predilection. Participants’ age was inversely related to adequacy (β = − 0.374) and predilection (β = − 0.621). The combination of other variables related to adequacy brought the total variance explained to 14.7%, while the model for predilection explained a total of 13.7%.ConclusionsResults indicate an association between cardiorespiratory fitness and measures of physical activity adequacy and predilection. These findings suggest that practitioners should consider the physiological and psychological makeup of the child, and ways to enhance adequacy and predilection among children with limited cardiorespiratory fitness, in order to create the best possible environment for all children to participate in physical activity.
Highlights
Physical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors
One model was computed for physical activity adequacy and a separate model was computed for physical activity predilection
These results suggest that individuals who have higher levels of physical competence, as measured by the Progressive Aerobic Cardiovascular Endurance Run (PACER) and Canadian Agility and Movement Skill Assessment (CAMSA), are more likely to want to participate in physical activity compared to individuals with lower levels of physical competence
Summary
Physical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors. The statement suggests that it is comprised of four aspects or domains: Physical Competence (physical), Daily Behaviour (behavioural), Motivation and Confidence (affective), and Knowledge and Understanding (cognitive) These domains can be further delineated, with Physical Competence encompassing a person’s movement skill and physical fitness (i.e., cardiorespiratory endurance, muscular strength and endurance, body composition, flexibility), and Daily Behaviour comprising types and amounts of physical activity behaviours (i.e., steps per day, frequency of moderate to vigorous physical activity, and amount of sedentary behaviour). Self-determination theory [7] argues that participants are most likely to engage in an activity when the three fundamental needs of competence, autonomy, and relatedness are satisfied This influential theory of motivation suggests that individuals are likely to pursue and maintain involvement if they perceive their ability to be high (competence), feel they have choice in selecting the activity (autonomy), and have meaningful relationships with others during the activity (relatedness). Considering that motivation plays an important role in PL [1], anchoring the research in the theoretical framework of self-determination will extend our understanding of motivation relative to the PL context
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