The Canadian Assessment of Physical Literacy: methods for children in grades 4 to 6 (8 to 12years).

Weimo Zhu,Yan Yang,Patricia E Longmuir,Mark S Tremblay,Meghann Lloyd,Elena Boiarskaia,Charles Boyer

doi:10.1186/s12889-015-2106-6

Abstract

BackgroundPhysical literacy is described as the motivation, confidence, physical competence, knowledge and understanding to value and engage in a physically active lifestyle. As such, it is expected that those who have greater physical literacy would be more likely to obtain the health benefits offered by habitual physical activity. A theoretical model and assessment battery, the Canadian Assessment of Physical Literacy (CAPL), for the assessment of childhood physical literacy had been proposed in theory but validity data were lacking. The purpose of this study was to explore validity evidence for the CAPL among children in grades 4 to 6.MethodsCAPL validity was evaluated through three analyses that utilized cross-sectional data obtained through local schools in Eastern Ontario, Canada. A confirmatory factor analysis compared the data to the theoretical model. Patterns of association between self-reported age and gender and the CAPL total and domain scores were examined using regression models. Teacher ratings of participants’ knowledge, attitude and physical activity competence were compared to assessment results.ResultsThe CAPL was completed by 963 children (55 % female) in grades 4, 5 and 6. Children were 8 to 12 years of age (mean 10.1 years), with 85 % of children approached agreeing to participate. A confirmatory factor analysis using data from 489 children with complete raw scores supported a model with four domains: engagement in physical activity (active and sedentary), physical competence (fitness and motor skill), motivation and confidence, and knowledge and understanding. Raw domain scores followed expected patterns for age and gender, providing evidence for their validity. Interpretive categories, developed from age and gender adjusted normative data, were not associated with age indicating that the CAPL is suitable for use across this age range. Children’s gender was associated with the physical competence, motivation and engagement in physical activity domain scores, indicating that further research is required regarding the gender adjustment of the raw CAPL scores. CAPL domain and total scores were statistically significantly associated with teacher ratings of the child’s motivation, attitudes, fitness, skill and overall physical activity.ConclusionsCAPL offers a comprehensive assessment of engagement in physical activity, physical competence, motivation and confidence, and knowledge and understanding as components of childhood (grades 4 to 6, 8 to 12 years) physical literacy. Monitoring of these measures enhances our understanding of children’s physical literacy, and assists with the identification of areas where additional supports are required.

Highlights

Physical literacy is described as the motivation, confidence, physical competence, knowledge and understanding to value and engage in a physically active lifestyle
Physical literacy, which was defined in a special issue of the Bulletin of the International Council of Sport Science and Physical Education of UNESCO as the motivation, confidence, physical competence, knowledge and understanding to value and engage in a physically active lifestyle [1], can be envisioned as the child’s capability for a healthy active lifestyle [2]
There are four interconnected and essential elements of physical literacy: motivation and confidence, physical competence, knowledge and understanding, and engagement in physical activities for life. This definition, published by the International Physical Literacy Association [3], and these essential elements were recently supported as a joint consensus statement of the leading Canadian non-governmental stakeholders involved in promoting children’s physical activity, including ParticipACTION, Canadian Sport for Life, PHE Canada, Canadian Parks and Recreation Association, Ontario Society of Physical Activity Promoters in Public Health and the Healthy Active Living and Obesity Research Group

Summary

Introduction

Physical literacy is described as the motivation, confidence, physical competence, knowledge and understanding to value and engage in a physically active lifestyle. There are four interconnected and essential elements of physical literacy: motivation and confidence (affective domain), physical competence (physical domain), knowledge and understanding (cognitive domain), and engagement in physical activities for life (behavioral domain). This definition, published by the International Physical Literacy Association [3], and these essential elements were recently supported as a joint consensus statement of the leading Canadian non-governmental stakeholders involved in promoting children’s physical activity, including ParticipACTION, Canadian Sport for Life, PHE Canada, Canadian Parks and Recreation Association, Ontario Society of Physical Activity Promoters in Public Health and the Healthy Active Living and Obesity Research Group (cite http://www.participaction.com/canadas-physical-literacy-consensus-statement). The hypoactive lifestyles documented among the majority of children in these studies suggest that at least the behavior component of “physical literacy” may be sub-optimal

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