The Canadian Assessment of Physical Literacy: Development of a Model of Children’s Capacity for a Healthy, Active Lifestyle Through a Delphi Process

Background:The Canadian Assessment of Physical Literacy (CAPL) was conceptualized as a tool to monitor children’s physical literacy. The original model (fitness, activity behavior, knowledge, motor skill) required revision and relative weights for calculating/interpreting scores were required.Methods:Nineteen childhood physical activity/fitness experts completed a 3-round Delphi process. Round 1 was open-ended questions. Subsequent rounds rated statements using a 5-point Likert scale. Recommendations were sought regarding protocol inclusion, relative importance within composite scores and score interpretation.Results:Delphi participant consensus was achieved for 64% (47/73) of statement topics, including a revised conceptual model, specific assessment protocols, the importance of longitudinal tracking, and the relative importance of individual protocols and composite scores. Divergent opinions remained regarding the inclusion of sleep time, assessment/scoring of the obstacle course assessment of motor skill, and the need for an overall physical literacy classification.Conclusions:The revised CAPL model (overlapping domains of physical competence, motivation, and knowledge, encompassed by daily behavior) is appropriate for monitoring the physical literacy of children aged 8 to 12 years. Objectively measured domains (daily behavior, physical competence) have higher relative importance. The interpretation of CAPL results should be reevaluated as more data become available.

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Characterization of physical literacy in children with chronic medical conditions compared to healthy controls: a cross-sectional study

Applied Physiology Nutrition and Metabolism ◽

10.1139/apnm-2020-0957 ◽

2021 ◽

Author(s):

Jeffrey Do ◽

Angelica Blais ◽

Brian Feldman ◽

Leonardo R. Brandão ◽

Jane Lougheed ◽

...

Keyword(s):

Cross Sectional Study ◽

Chronic Medical Conditions ◽

Medical Conditions ◽

Sectional Study ◽

Physical Literacy ◽

Physical Competence ◽

Cross Sectional ◽

Physically Active ◽

Targeted Interventions ◽

Daily Behavior

To determine the physical literacy, defined as the capability for a physically active lifestyle, of children with medical conditions compared with healthy peers, this multicenter cross-sectional study recruited children with medical conditions from cardiology, neurology (including concussion), rheumatology, mental health, respirology, oncology, hematology, and rehabilitation (including cerebral palsy) clinics. Participants aged 8-12 years (N=130; mean age: 10.0±1.44 years; 44% female) were randomly matched to three healthy peers from a normative database, based on age, sex, and month of testing. Total physical literacy was assessed by the Canadian Assessment of Physical Literacy, a validated assessment of physical literacy measuring physical competence, daily behavior, knowledge/understanding, and motivation/confidence. Total physical literacy mean scores(/100) did not differ (t(498)=-0.67; p=0.44) between participants (61.0±14.2) and matched healthy peers (62.0±10.7). Children with medical conditions had lower mean physical competence scores (/30; -6.5 [-7.44, -5.51]; p<0.001) but higher mean motivation/confidence scores (/30; 2.6 [1.67, 3.63]; p<0.001). Mean daily behavior and knowledge/understanding scores did not differ from matches (/30; 1.8 [0.26, 3.33]; p=0.02; /10; -0.04 [-0.38, 0.30]; p=0.81; respectively). Children with medical conditions are motivated to be physically active but demonstrate impaired movement skills and fitness, suggesting the need for targeted interventions to improve their physical competence. Novelty bullets: • Physical literacy in children with diverse chronic medical conditions is similar to healthy peers • Children with medical conditions have lower physical competence than healthy peers, but higher motivation and confidence • Physical competence (motor skill, fitness) interventions, rather than motivation or education, are needed for these youth

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A revealed preference analysis to develop composite scores approximating lung allocation policy in the U.S

BMC Medical Informatics and Decision Making ◽

10.1186/s12911-020-01377-7 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Darren E. Stewart ◽

Dallas W. Wood ◽

James B. Alcorn ◽

Erika D. Lease ◽

Michael Hayes ◽

...

Keyword(s):

Revealed Preference ◽

Blood Type ◽

Relative Importance ◽

Current Policy ◽

Allocation Policy ◽

Preference Analysis ◽

Transplant Center ◽

Current Classification ◽

Composite Scores ◽

Revealed Preference Analysis

Abstract Background The patient ranking process for donor lung allocation in the United States is carried out by a classification-based, computerized algorithm, known as the match system. Experts have suggested that a continuous, points-based allocation framework would better serve waiting list candidates by removing hard boundaries and increasing transparency into the relative importance of factors used to prioritize candidates. We applied discrete choice modeling to match run data to determine the feasibility of approximating current lung allocation policy by one or more composite scores. Our study aimed to demystify the points-based approach to organ allocation policy; quantify the relative importance of factors used in current policy; and provide a viable policy option that adapts the current, classification-based system to the continuous allocation framework. Methods Rank ordered logistic regression models were estimated using 6466 match runs for 5913 adult donors and 534 match runs for 488 pediatric donors from 2018. Four primary attributes are used to rank candidates and were included in the models: (1) medical priority, (2) candidate age, (3) candidate’s transplant center proximity to the donor hospital, and (4) blood type compatibility with the donor. Results Two composite scores were developed, one for adult and one for pediatric donor allocation. Candidate rankings based on the composite scores were highly correlated with current policy rankings (Kendall’s Tau ~ 0.80, Spearman correlation > 90%), indicating both scores strongly reflect current policy. In both models, candidates are ranked higher if they have higher medical priority, are registered at a transplant center closer to the donor hospital, or have an identical blood type to the donor. Proximity was the most important attribute. Under a points-based scoring system, candidates in further away zones are sometimes ranked higher than more proximal candidates compared to current policy. Conclusions Revealed preference analysis of lung allocation match runs produced composite scores that capture the essence of current policy while removing rigid boundaries of the current classification-based system. A carefully crafted, continuous version of lung allocation policy has the potential to make better use of the limited supply of donor lungs in a manner consistent with the priorities of the transplant community.

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Protocol for a two-cohort randomized cluster clinical trial of a motor skills intervention: The Promoting Activity and Trajectories of Health (PATH) Study

BMJ Open ◽

10.1136/bmjopen-2020-037497 ◽

2020 ◽

Vol 10 (6) ◽

pp. e037497 ◽

Cited By ~ 1

Author(s):

Leah E. Robinson ◽

Lu Wang ◽

Natalie Colabianchi ◽

David F Stodden ◽

Dale Ulrich

Keyword(s):

Physical Activity ◽

Clinical Trial ◽

Motor Skills ◽

Motor Skill ◽

Early Years ◽

Physical Competence ◽

Link Type ◽

Physical Activity Monitoring ◽

Post Test

IntroductionData supports that motor skills are an underlying mechanism that influence physical activity along with perceived motor and physical competence, but the relationship between motor skills and physical activity during the early years is unclear. The goal of this study, Promoting Activity and Trajectories of Health (PATH) for Children, is to examine and compare the immediate (pre-test to post-test) and sustained (3-year follow-up) effect of an intervention on motor performance, physical activity and perceived physical competence to a control condition (ie, standard practice) in preschool-age children.Methods and analysisThe PATH study is a two-cohort, randomised cluster clinical trial. 300 children between the ages of >3.5 to 5 years of age will be randomised to the motor skill intervention (n=153) or control (n=147) condition. Each assessment involves a measure of motor skill performance; product and process, seven consecutive days of physical activity monitoring and perceived physical competence. These measures will be assessed before and after the intervention (pre-test to post-test) and then each academic year across 3 years, grades kindergarten, first grade and second grade (3-year follow-up). To assess the clustered longitudinal effect of the intervention on outcome measures, random-effects models (eg, mixed model regression, growth curve modelling and structural equation modelling) will be used. The PATH study addresses gaps in paediatric exercise science research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Ethics and disseminationEthical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals.Trial registration numberNHLBI ClinicalTrials.gov Identifier, NCT03189862. Registered 17 August 2017, https://clinicaltrials.gov/ct2/show/NCT03189862

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A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

10.21203/rs.3.rs-23520/v1 ◽

2020 ◽

Author(s):

Cassandra Lane ◽

Kendra Reno ◽

Madison Predy ◽

Valerie Carson ◽

Chris Wright ◽

...

Keyword(s):

Real World ◽

Self Efficacy ◽

Controlled Trial ◽

Literacy Intervention ◽

Feasibility Trial ◽

Physical Literacy ◽

Physical Competence ◽

Physically Active ◽

Implementation Challenges

Abstract Background Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, can support children’s physically active behaviors and consequent health benefits. Little research exploring interventions to improve children's physical literacy exist, although substantive evidence shows parents play a key role in children's physically active behaviors and development of fundamental movement skills. The purpose of this study is to explore a novel, physical literacy intervention designed to assist parents to engage with their child in purposeful play; play that facilitates the development of physical literacy. Methods The PLAYshop was a 75-minute workshop to build parents' self-efficacy to support their child’s physical literacy through interactive activities and educational messages as well as educational resources focused on core physical literacy concepts. We collected quantitative pre- and post-workshop surveys of parents’ satisfaction, knowledge, confidence and intention to adopt practices as well as qualitative follow-up implementation focused interviews from both parents and facilitators. We used paired t-tests to examine changes in parents' self-reported physical literacy knowledge and confidence and thematic analysis of interviews to explore workshop feasibility. Results Six workshops were delivered to 33 parents of young children (3–8 years of age). 23 parents completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. Further, the majority of parents were satisfied with the workshop and motivated to apply workshop learnings at-home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real world trial address an important evidence gap, highlighting areas for adaptations to improve the intervention and recruitment and suggesting that the PLAYshop is ready for efficacy testing in a more rigorous randomized controlled trial.

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A real world feasibility trial of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacy

10.21203/rs.3.rs-23520/v2 ◽

2020 ◽

Author(s):

Cassandra Lane ◽

Valerie Carson ◽

Kayla Morton ◽

Kendra Reno ◽

Chris Wright ◽

...

Keyword(s):

Real World ◽

Self Efficacy ◽

Controlled Trial ◽

Literacy Intervention ◽

Feasibility Trial ◽

Physical Literacy ◽

Physical Competence ◽

Physically Active ◽

Implementation Challenges

Abstract Background: Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, can support children’s physically active behaviors and consequent health benefits. Little research exploring interventions to improve children's physical literacy exist, although substantive evidence shows parents play a key role in children's physically active behaviors and development of fundamental movement skills. The purpose of this study is to explore a novel, physical literacy intervention designed to assist parents to engage with their child in purposeful play; play that facilitates the development of physical literacy. Methods: The PLAYshop was a 75-minute workshop to build parents' self-efficacy to support their child’s physical literacy through interactive activities and educational messages as well as educational resources focused on core physical literacy concepts. We collected quantitative pre- and post-workshop surveys of parents’ satisfaction, knowledge, confidence and intention to adopt practices as well as qualitative follow-up implementation focused interviews from both parents and facilitators. We used paired t-tests to examine changes in parents' self-reported physical literacy knowledge and confidence and thematic analysis of interviews to explore workshop feasibility.Results: Six workshops were delivered to 33 parents of young children (3-8 years of age). Twenty-three parents completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. Further, the majority of parents were satisfied with the workshop and motivated to apply workshop learnings at-home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces).Conclusions: The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real world trial address an important evidence gap, highlighting areas for adaptations to improve the intervention and recruitment and suggesting that the PLAYshop is ready for efficacy testing in a more rigorous randomized controlled trial.

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Perceived Physical Competence and Actual Motor Skill Competence of African American Preschool Children

Adapted Physical Activity Quarterly ◽

10.1123/apaq.14.4.314 ◽

1997 ◽

Vol 14 (4) ◽

pp. 314-326 ◽

Cited By ~ 56

Author(s):

Jacqueline D. Goodway ◽

Mary E. Rudisill

Keyword(s):

African American ◽

Preschool Children ◽

Motor Development ◽

Motor Skill ◽

Physical Competence ◽

Object Control ◽

Gross Motor Development ◽

And Gender ◽

Motor Skill Competence ◽

The Relationship

This study examined the relationship between perceived physical competence and actual motor skill competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter & Pike, 1984). Actual motor skill competence was measured by Ulrich’s (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.

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Influence of a Motor Skill Intervention Program on Perceived Competence of At-Risk African American Preschoolers

Adapted Physical Activity Quarterly ◽

10.1123/apaq.13.3.288 ◽

1996 ◽

Vol 13 (3) ◽

pp. 288-301 ◽

Cited By ~ 20

Author(s):

Jacqueline D. Goodway ◽

Mary E. Rudisill

Keyword(s):

At Risk ◽

African American ◽

Motor Skill ◽

Intervention Program ◽

Social Acceptance ◽

Peer Acceptance ◽

Perceived Competence ◽

Control Group ◽

Physical Competence ◽

Motor Skill Intervention

This study was conducted to determine the influence of a motor skill intervention (MSI) program on the perceived competence and social acceptance of African American preschoolers who are at risk of school failure/developmental delay. Two groups of preschoolers enrolled in a compensatory prekindergarten program participated in a 12-week intervention. The motor skill intervention (MSI) group received an MSI program, while the control group (C) received the regular prekindergarten program. All children completed Harter’s Pictorial Scale of Perceived Competence and Social Acceptance prior to and following the 12-week program. The results indicated that all children, regardless of group, reported high perceived physical and cognitive competence and high perceived maternal and peer acceptance. Additionally, the MSI group reported significantly higher perceived physical competence scores after receiving the MSI program. The MSI group also reported higher perceived physical competence than the C group on postintervention scores. No gender differences were found. It was concluded that perceived competence and social acceptance were enhanced by participation in an MSI program.

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Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

Journal of Teaching in Physical Education ◽

10.1123/jtpe.23.3.216 ◽

2004 ◽

Vol 23 (3) ◽

pp. 216-234 ◽

Cited By ~ 78

Author(s):

Nadia C. Valentini ◽

Mary E. Rudisill

Keyword(s):

Motor Skill ◽

Skill Development ◽

Motivational Climate ◽

Kindergarten Children ◽

Developmentally Delayed ◽

Physical Competence ◽

Object Control ◽

Skill Performance ◽

Motor Skill Development ◽

Positive Pattern

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

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Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18115990 ◽

2021 ◽

Vol 18 (11) ◽

pp. 5990

Author(s):

Kara K. Palmer ◽

Michael A. Nunu ◽

Katherine Q. Scott-Andrews ◽

Leah E. Robinson

Keyword(s):

Experimental Study ◽

Young Children ◽

Motor Skills ◽

Motor Development ◽

Motor Skill ◽

Social Acceptance ◽

Physical Competence ◽

Gross Motor Development ◽

Before And After ◽

Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

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HUBUNGAN ANTARA PERSEPSI ANAK TERHADAP KEMAMPUAN YANG DIMILIKI DAN KEMAMPUAN GERAK YANG SEBENARNYA

Visipena Journal ◽

10.46244/visipena.v2i2.47 ◽

2011 ◽

Vol 2 (2) ◽

pp. 58-65

Author(s):

Ahadin

Keyword(s):

Primary School ◽

Motor Development ◽

Motor Skill ◽

Social Acceptance ◽

Physical Competence ◽

Actual Object ◽

Object Control ◽

Gross Motor Development ◽

And Gender ◽

Motor Skill Competence

To examine the relationship between perceived physical competence and actual motor skill competence of the first and the second years students of primary school at primary school number 31 an Banda Aceh municipality whose ages ranged from 5 to 7 year (N=30). All students individually completed the Harter and pike (1984) Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) was measured by using the Test of Gross Motor Development (TGMD) Ulrich, 1985. Data collected from 30 students consist of 15 boys and 15 girls, whose average age X=6.7 year, standard deviation 0.41, the boys average age X=6.87 year and the girls average age X=6.12 year. The background of the students whose father work as government official and the rest unemployed family or work at private sector. Four separate ANOVA’s were conducted to determine gender differences in perceived physical competence and actual motor skill competence: locomotor, object control, and TGMD-Total. ANOVA documented that the boys and girls did not differ in perceived physical competence, F (1,57) = 0,427;P=0,52. The object control component of actual motor skill competence differed for gender F (1,57) = 10,91; P =0,001. Gender by locomotor competence, F (1,57) = 1,96; P = 0,17 and TGMD-Total F (1,57) = 0, 73; P = 0,40. The boys actual object control motor skill competence exceeded the girls. Correlation and regression models were used to examine the influence of actual motor skill competence and gender on perceived physical competence factors were not significantly correlated with perceived physical competence. These correlation were 0,00 for locomotor and 0, 25 for TGMD – Total competence. The object control sub scale was significantly correlated r = 0,33 with perceived physical competence F ( 1,58) = 4,17 ; p = 0,05. The correlation for actual motor skill competence was low to moderately correlated with perceived physical copentence.

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