Abstract
BackgroundThe current physical literacy level of Canadian children is unknown. The Royal Bank of Canada (RBC) Learn to Play – Canadian Assessment of Physical Literacy (CAPL) project, which is anchored in the Canadian consensus statement definition of physical literacy, aimed to help establish the current physical literacy level of Canadian children.MethodsThe CAPL was used to assess the physical literacy (and component domains: Daily Behaviour, Physical Competence, Knowledge and Understanding, and Motivation and Confidence) of Canadian children aged 8–12 years. Data were collected from 11 sites across Canada, yielding a sample of 10,034 participants (5030 girls). Descriptive statistics by age and gender were calculated and percentile distributions of physical literacy scores, including each domain and individual measure, were derived.ResultsThe mean age of participants was 10.1 ± 1.2 years. Total physical literacy scores (out of 100) were on average 63.1 ± 13.0 for boys and 62.2 ± 11.3 for girls. For boys and girls respectively, domain scores were 19.9 ± 4.7 and 19.3 ± 4.1 (out of 32) for Physical Competence; 18.6 ± 7.9 and 18.5 ± 7.4 (out of 32) for Daily Behaviour; 12.7 ± 2.8 and 12.2 ± 2.6 (out of 18) for Motivation and Confidence; and 11.8 ± 2.8 and 12.2 ± 2.6 (out of 18) for Knowledge and Understanding. Physical Competence measures were on average 28.1 ± 8.4 cm (sit-and-reach flexibility), 33.5 ± 9.4 kg (grip strength, right + left), 23.4 ± 14.1 laps (Progressive Aerobic Cardiovascular Endurance Run [PACER] shuttle run), 61.8 ± 43.8 s (isometric plank), 19.0 ± 3.8 kg/m2 (body mass index), 67.3 ± 10.8 cm (waist circumference), and 20.6 ± 3.9 out of 28 points for the Canadian Agility and Movement Skill Assessment (CAMSA), with scores for boys higher than girls and older children higher than younger children for grip strength, PACER, plank, and CAMSA score. Girls and younger children had better scores on the sit-and-reach flexibility than boys and older children. Daily pedometer step counts were higher in boys than girls (12,355 ± 4252 vs. 10,779 ± 3624), and decreased with age.ConclusionsThese results provide the largest and most comprehensive assessment of physical literacy of Canadian children to date, providing a “state of the nation” baseline, and can be used to monitor changes and inform intervention strategies going forward.
Highlights
The current physical literacy level of Canadian children is unknown
Using the Canadian Assessment of Physical Literacy (CAPL)’s interpretation system [34], the results show that on average the total physical literacy score, as well as the Physical Competence, Daily Behaviour, and Motivation and Confidence domains are at the “progressing” level, and only the Knowledge and Understanding domain is at the desired “achieving” level
It is important to note that the interpretation of the total score and the domain scores is based upon cut-points informed by criterion thresholds for measures where such thresholds exist, and upon normative thresholds believed to be consistent with current trends in obesity, fitness, and physical inactivity when criterion thresholds were not available
Summary
The current physical literacy level of Canadian children is unknown. The Royal Bank of Canada (RBC) Learn to Play – Canadian Assessment of Physical Literacy (CAPL) project, which is anchored in the Canadian consensus statement definition of physical literacy, aimed to help establish the current physical literacy level of Canadian children. Interest in physical literacy has increased rapidly in recent years and programs, curricula, and policies intended to improve physical literacy are emerging, with some researchers and educators articulating that physical literacy is as important to develop as literacy and numeracy [2,3,4]. The CAPL was developed and refined between 2009 and 2013, and its overall aim is to provide a reliable, feasible, and valid instrument to assess physical literacy in Canadian children [2, 9, 10]. It incorporates 25 measures within four interrelated domains: Physical Competence, Daily Behaviour, Knowledge and Understanding, and Motivation and Confidence. As advised by the Delphi expert panel, the Physical Competence and Daily Behaviour domains (each maximum 32 points) are weighted higher than the Knowledge and Understanding and the Motivation and Confidence domains (each maximum 18 points) due to the fact that the former are easier to assess objectively [9, 11]
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