Canadian Assessment ofPhysical Literacy (CAPL) Drs. Mark Tremblay and Pat Longmuir (Principal Investigators) Presentation Overview • • • • • • • • • Physical Literacy defined Development of the CAPL The four core domains of physical literacy Physical Literacy scoring and interpretation Website and data entry Obstacle course development and protocol Obstacle course video Questions and answers Obstacle course practice 2 Literacy Campaigns: Word Usage 1800-2008 Literacy 1910 Numeracy Educators now say that the public schools must train for physical literacy, as well as mental literacy. There is much physical illiteracy in America. Mind and Body, 1935 1960 Physical Literacy 1930 We must prepare for physical literacy as well as for mental literacy. A physically fit America becomes more necessary with modern mechanical inventions. Pennsylvania School Journal, 1930. 1992 Games, climbing, walking, dancing and manual occupations such as carpentry, building and so on, all conduce to physical literacy: that is to a disciplined command over the body. The same is true of literacy of the ear. Adult Education, 1937 Courtesy of Dean Kriellaars Physical Literacy Defined “Physical literacy is being defined here as the attributes, characteristics, skills and behaviours that are related to the capacity for, and commitment to, a healthy, active lifestyle” (CAPL) “Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life.” (International Physical Literacy Association) 4 A need for the CAPL: the issues • Canada Fitness Awards from the 1970s and 80s was discontinued, leaving a gap. • Most test batteries focus singularly on fitness, motor skills or physical activity. • A comprehensive test battery remains elusive. • Provincial curricula beginning to focus on physical literacy – but no objective assessment. • Repeated call for an assessment instrument for research and surveillance. 5 Education, Quality and Accountability Office (EQAO) • EQAO aims to ensure greater accountability and better quality in Ontario’s publicly funded school system. • EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching. 6 Early CAPL Vision • “EQAO – like” assessment tool to be used nationally to evaluate the current status of the physical literacy in Canadian children and youth. – Starting with grades 4-6 (ages 8-12 years) • Use data to lobby for increased quality and quantity of physical education, sport, active living - to elevate the issue. • Identify problem areas (and strengths) from a public health perspective and long-term athlete development. • Recognize achievement and improvement. • Monitor trends over time. • Assess relationships with health, sport and academic outcomes. 7 Support from • • • • • • • • • • • • • • • • • • Active Healthy Kids Canada Physical and Health Education Canada Canadian Institutes of Health Research Champlain Cardiovascular Disease Prevention Network Champlain Local Health Integration Network Children’s Hospital of Eastern Ontario Research Institute Ontario Ministry of Health Promotion Ontario Ministry of Tourism, Culture and Sport Ontario Physical and Health Education Association Ontario Trillium Foundation Ontario Sport and Recreation Community Fund of the Ministry of Culture, Tourism and Sport Ottawa Catholic School Board ParticipACTION RBC Upper Canada District School Board Mitacs Public Health Agency of Canada Heart and Stroke Foundation of Ontario 8 Canadian Assessment of Physical Literacy www.capl-ecsfp.ca 9 Developmental History • 2007 initial thinking about a test battery • 2007 formation of a Steering Committee – – – – First meeting November 2007 in Toronto Next 6 months multiple partners provided funding Second meeting December 2008 in Toronto Third meeting December 2009 in Ottawa • 2008 hired Dr. Meghann Lloyd – Extensive review of provincial curricula to determine core domains of “physical literacy” • 2008 established Scientific Advisory Committee – First meeting August 2008 in Ottawa – Second meeting May 2009 in Ottawa 10 Motor Behaviour Domain Version 1 Curriculum Code Running 4p17, 5p19, 6p19 Striking 4p15, 5p24, 6p16 Dribbling 4p15, 5p33, 6p28 Throwing (Stationary) 4p18, 5p19, 6p21 Catching (Stationary) 4p18, 5p19, 6p16 Kicking (Stationary) 4p15, 5p19, 6p20 Balance 4p20, 5p26 Obstacle Course 5p21, 6p18 * Jumping 4p22, 5p19, 6p23 * Hopping 4p17, 5p19, 6p24 * Dodging 4p15, 5p21, 6p17 * Catching (moving) 4p18, 5p22, 6p16 * Throwing (moving) 4p18, 5p19, 6p21 * Kicking (moving) 4p15, 5p19, 6p20 Fitness Domain Version 1 Curriculum Code Shuttle Run 4p30, 5p36, 6p29 Partial Curl-ups 4p23, 5p38, 6p32 Sit and Reach 4p23, 5p38, 6p32 Pushups 4p32, 5p38, 6p32 Grip Strength 4p32, 5p38, 6p32 Arm Flexibility 4p32, 5p38, 6p32 Back Strength 4p32, 5p38, 6p32 Height, Weight Waist circumference Awareness, Knowledge & Understanding Domain Questions Curriculum codes What are the types of physical activity? 4p1, 5p31, 6p32 What motivates you to be active? 4p29, 5p35, 6p30 How much physical activity should Canadian children get? Canadian Physical Activity Guidelines What are the benefits of physical activity? 4p24, 5p31, 6p7 Why is it important to be physically active? 4p24, 5p31, 6p7 What are the benefits of healthy eating? 4p1, 5p1, 6p7 How do you get to and from school? CHMS What activities do you like to do? 4p24, 5p30, 6p26 Developmental History • 2009 established Program Advisory Committee – First meeting in February 2009 in Toronto – Second meeting September 2009 in Ottawa • 2010 initiated collaboration with Prof. Weimo Zhu • 2007-present – extensive practitioner and expert consultations • 2011 hired Dr. Patricia Longmuir • 2008-2014 multiple test iterations (7 cycles, N>2000) – Testing for feasibility, validity, reliability, reproducibility • Early papers published on the CAPL concept 14 Developmental History • Delphi survey – 58 international experts invited, 29 completed first round, 19 completed all rounds this to this 15 Developmental History • Delphi – content and scoring outcome 16 Developmental History 17 Four Core Domains of CAPL Physical Competence (32) Physical Activity Knowledge (18) Daily Behaviour (32) Motivation for Physical Activity (18) ***Numbers under each domain reflect the scoring values, and contribute to an overall CAPL Score of out 100 18 What is the CAPL? • The Canadian Assessment of Physical Literacy • “The motivation, confidence, physical competence, knowledge and understanding that individuals develop in order to maintain physical activity at an appropriate level throughout their life.” 19 What is CAPL? Activity guidelines Pedometer step counts Daily 1000physical < countactivity < 30000 daily Screen time Minimum of 10 hours on 3 days Activity predilection Safety during activity Reportedsubscale sedentary Predilection of time CSAPPA Use of safety gear during activity Self-reported screen time Activity adequacy Motor skill Physical activity terminology Weekdays/evenings/weekends Adequacy subscale of CSAPPA Obstacle course score and time Meaning of healthy Self-reported Comparison to MVPA peers Aerobic endurance Endurance or aerobic fitness How many days mins How active are you>…60 PACER shuttle run Muscular strength or endurance How skilled are you … Body composition Training to improve fitness Benefits Height to barriers ratio How to improve fitness A Weight reason I am active is … How to improve skill A Waist reasoncircumference I am not active is … Preference for leisure time Musculoskeletal fitness After what would you do Gripschool strength Plank isometric hold Sit and Reach flexibility 20 Interpreting the CAPL Excelling Children who are excelling in their physical literacy journey have the physical *exceeds minimum competence, knowledge, motivation or daily behaviours that are associated level recommended* with substantial health benefits. Encouragement and support will enable them to continue to excel as they grow and develop. Achieving Children who are achieving physical literacy have the physical competence, *meets minimum knowledge, motivation or daily behaviours that are usually associated with the level recommended* health benefits of a physically active lifestyle. Encouragement and support will enable them to continue their physical literacy journey towards excellence. Progressing Children who are progressing in their physical literacy journey have the physical *similar to typical competence, knowledge, motivation or daily behaviours that are typical for performance of same- children of the same age. Their progress towards greater physical literacy will age peers* enhance the health benefits that they are likely to achieve. Beginning Children who are beginning their physical literacy journey are just starting to *limited physical acquire the physical competence, knowledge, motivation or daily behaviours literacy compared to needed for a physically active lifestyle. Their progress towards greater physical same-age peers* literacy will likely require significant support and encouragement. 21 22 Current Studies Related to CAPL • • • • • Health Through Physical Literacy for Ontario Children Putting Physical Literacy within REACH Assessment of the Y Kids Academy International comparison – Canada-Kenya-South Africa CAPL-RBC 40 Health Through Physical Literacy for Ontario Children • Funded by the Ontario Trillium Foundation. • Objective is to ensure that CAPL manual and training videos enable teachers, recreation leaders and other professionals to use the CAPL. • Currently we have interest from 5 school boards across Ontario and have already had approximately 8-10 professionals implement CAPL in their programs. • In 2015-2016, 1000 teachers over the course of the 3 year grant will be trained to use CAPL across Ontario. 41 Putting Physical Literacy within REACH • Funded by the Ministry of Tourism, Culture and Sport. • Recreation Education Allied Health Coaching Health Care. • Objective is to quickly identify children in various sectors below the 10th percentile for physical literacy (i.e., flag those who may be struggling with PL). • 150 children (50 children in 3 reach sectors) were tested. • The reliability of the screening tasks and the effectiveness of training materials for the screening tasks has been tested. 42 Assessment of the Y Kids Academy • Private foundation funded. • Objective is to assess the success of the Y Kids Academy to promote knowledge and physical activity with Grade 6 students. • 100 children will be assessed on CAPL through this study. 43 International Comparisons • Ancillary study of the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE). • ISCOLE is a 12 country study – ancillary study done in Canada, Kenya, South Africa. • 200 children were recently assessed on CAPL in each country. • Workshop delivered at the Global Summit on the Physical Activity of Children (Toronto, May, 2014). 44 CAPL-RBC • Assessment of approximately 12,000 children. • Recruitment of 12 Sites across Canada. • Each site utilizes the CAPL for surveillance of children’s physical literacy levels. Funding From: • RBC • Mitacs Accelerate Cluster Grant • Public Health Agency of Canada 45 Next Milestone - 2016 46 CAPL Highlights • Start date - 2007 • 5 funded projects – $1.2 million • International work – Kenya and South Africa • Data collection – 3,400 8 to 12 year olds • 8 peer review publications/book chapters • 53 conference presentations/abstracts 47 Successes and Challenges • CAPL training materials (English and French) • Functional website and database – 2,471 participants – 51 users – 1000 unique visitors per month – 850 000 Data points • Participant compliance • Missing data • Political environment • Ethics surrounding body composition measurements 48 Papers published in CAPL development NEED TO KNOW: HALO Researchers released a series of articles in 2010, introducing the first version of CAPL: “moving beyond fitness testing” 49 Papers published in CAPL development NEED TO KNOW: HALO Researchers found that children who walk, run, bike, roller-blade to school are less obese then those who get driven in by car or bus. 50 Papers published in CAPL development NEED TO KNOW: HALO researchers developed the Plank Protocol to measure abdominal muscular endurance for children 8 to 12 years of age. 51 Papers published in CAPL development NEED TO KNOW: HALO researcher was asked to publish a paper on physical literacy measurement in the International Council of Sport Science and Physical Education Bulletin. 52 Upcoming Papers • TITLE: Balancing Speed and Movement Quality to Optimize Physical Activity Performance: Feasibility, Validity and Reliability of an Obstacle Course for Youth 6 to 14 years of age 53 Upcoming Papers • TITLE: Developing a physical literacy model and relative factor importance within the Canadian Assessment of Physical Literacy: A Delphi Process 54 Upcoming Papers • TITLE: The Canadian Assessment of Physical Literacy: Methods for Children in Grades 4 to 6 55 Upcoming Papers • TITLE: Top 10 Research Questions Related to Physical Literacy 56 Upcoming Papers • TITLE: Physical Activity Knowledge Questionnaire: Feasibility, Validity and Reliability for Canadian children aged 8 to 12 57 CAPL Obstacle Course • Limitations to current motor skill tests (TGMD2, MABC-2, BOTMP, PDMS) 1. Time – 15 to 60 minutes per child 2. Static testing – Lacking real world setting 58 CAPL Obstacle Course Movement Skills 1.Jumping 2.Sliding 3.Catching 4.Throwing 5.Skipping 6.Hopping 7.Kicking 59 CAPL Obstacle Course Scoring Time (seconds) Number of points <14Definition 14 • Item 28 points total Two feet in and out of blue, orange and purple hoops Skill Score 1 14-15 13 2-foot jumping jumps and no12 touching the hoops 1 – Time15-16 = No 14extra Points Body & feet are aligned sideways sliding in one direction 1 16-17 11 – Skill proficiency = 14sideways Pointssliding in opposite direction Body & feet aligned 1 Sliding 17-18 10 directions after sliding left Touch cone when changing 1 9 trap against body) Catches ball (no drop or 1 Catching 18-19 Uses overhand throw to8 hit target 1 19-20 Throwing Transfers weight and rotates body 1 20-21 7 Correct step-hop foot pattern 1 6 Skipping 21-22 Alternates arms and legs, arms swinging for balance 1 22-24 5 Land on one foot in each hoop 1 1-foot hopping 24-26 4 Hops once in each hoop (no touching of hoops) 1 26-28 3 ball between cones Smooth approach to kick 1 Kicking 28-30 Elongated stride on last2 stride before impact 1 ≥30Skill scored out of a maximum 1 Total of 14 /14 60 Watch the CAPL Video https://www.capl-ecsfp.ca/capl-training-videos/ 61 Feasibility/Reliability • Convenience sample (Ottawa Region) – 1165 (52% female) 6 to 14 year old children • Feasibility – (a) footwear vs. bare feet – (b) indoor vs. outdoor • Test-retest – (a) short (≤ 4 days) – (b) long (8 – 14 days) 62 Feasibility Results • Indoor vs outdoor – Mean difference 0.26 ± 1.0, p=0.80 • Footwear vs bare foot – Mean difference 0.60 ± 0.68, p=38 • No difference in either condition! 63 Reliability Results • Time to completion – Short (≤ 4 days) ICC = 0.86 (0.77 – 0.92) – Long (8 – 14 days) ICC = 0.82 (0.53 – 0.93) • Skill proficiency score – Short (≤ 4 days) ICC = 0.49 (0.27 – 0.66) – Long (8 – 14 days) ICC = 0.74 (0.42 – 0.90) • Overall score – Test (16.8 ± 2.4) and retest (16.5 ± 2.4) – Not significantly different (t = 1.2, p = 0.22) 64 Acknowledgements 65 The Canadian Assessment of Physical Literacy www.capl-ecsfp.ca 66
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