This report provides an expert appraisal of the Canadian Para Report Card on physical activity (PA) for children and adolescents with disabilities. Thirteen indicators were graded by a panel of researchers, representatives from disability and PA organizations, and parents of children and adolescents with disabilities using benchmarks of the Global Matrix 4.0 and previous Canadian PA Report Cards. Facilitated panel discussions were used to appraise the available evidence based on data gaps, opportunities, and recommendations. The available data sources included four nationally generalizable or representative data sets. Grades were assigned to 8/13 indicators and ranged from B+ to F. Data gaps in measurement and national surveillance systems were identified. Ableism was an issue identified within some of the reporting benchmarks. The absence of PA from existing accessibility legislation in Canada was a policy gap of concern. Recommendations related to research, surveillance, and policy are provided to enhance PA among children and adolescents with disabilities in Canada.
Search Results
Expert Appraisal of the 2022 Canadian Para Report Card on Physical Activity for Children and Adolescents With Disabilities
Kelly P. Arbour-Nicitopoulos, Nicholas Kuzik, Leigh M. Vanderloo, Kathleen A. Martin Ginis, Maeghan E. James, Rebecca L. Bassett-Gunter, Daniela Ruttle, Pinder DaSilva, Katerina Disimino, Christine Cameron, Mike Arthur, Keiko Shikako, and Amy E. Latimer-Cheung
Results From Canada’s 2016 ParticipACTION Report Card on Physical Activity for Children and Youth
Joel D. Barnes, Christine Cameron, Valerie Carson, Jean-Philippe Chaput, Guy E.J. Faulkner, Katherine Janson, Ian Janssen, Roger Kramers, Allana G. LeBlanc, John C. Spence, and Mark S. Tremblay
Background:
The ParticipACTION Report Card on Physical Activity for Children and Youth is the most comprehensive assessment of child and youth physical activity in Canada and provides an update or “state of the nation” that assesses how Canada is doing at promoting and facilitating physical activity opportunities for children and youth. The purpose of this paper is to summarize the results of the 2016 ParticipACTION Report Card.
Methods:
Twelve physical activity indicators were graded by a committee of experts using a process that was informed by the best available evidence. Sources included national surveys, peer-reviewed literature, and gray literature such as government and nongovernment reports and online content.
Results:
Grades were assigned to Daily Behaviors (Overall Physical Activity: D-; Organized Sport and Physical Activity Participation: B; Active Play: D+; Active Transportation: D; Physical Literacy: D+; Sleep: B; Sedentary Behaviors: F), Settings and Sources of Influence (Family and Peers: C+; School: B; Community and Environment: A-), and Strategies and Investments (Government: B-; Nongovernment: A-).
Conclusions:
Similar to previous years of the Report Card, Canada generally received good grades for indicators relating to investment, infrastructure, strategies, policies, and programming, and poor grades for behavioral indicators (eg, Overall Physical Activity, Sedentary Behaviors).
Results From Shanghai’s (China) 2016 Report Card on Physical Activity for Children and Youth
Yang Liu, Yan Tang, Zhen-Bo Cao, Pei-Jie Chen, Jia-Lin Zhang, Zheng Zhu, Jie Zhuang, Yang Yang, and Yue-Ying Hu
Background:
Internationally comparable evidence is important to advocate for young people’s physical activity. The aim of this article is to present the inaugural Shanghai (China) Report Card on Physical Activity for Children and Youth.
Methods:
Since no national data are available, the working group developed the survey questionnaire and carried out the school surveys for students (n = 71,404), parents (n = 70,346), and school administrators and teachers (n = 1398). The grades of 9 report card indicators were assigned in accordance with the survey results against a defined benchmark: A is 81% to 100%; B is 61% to 80%; C is 41% to 60%, D is 21% to 40%; F is 0% to 20%.
Results:
The 9 indicators were graded as follows: Overall Physical Activity Levels (F), Organized Sport Participation (F), Active Play (D-), Active Transportation (C-), Sedentary Behavior (F), Family and Peers (B), School (B+), Community and the Built Environment (D+), and Government (D).
Conclusions:
Levels of physical activity and sedentary behavior were low and below the respective recommended guidelines. Interventions and policies at the community level should be encouraged to promote physical activity and reduce sedentary behavior. Future national surveys should be encouraged to strengthen Shanghai’s Report Card on Physical Activity for Children and Youth.
Results From Colombia’s 2016 Report Card on Physical Activity for Children and Youth
Silvia A. González, Maria A Castiblanco, Luis F. Arias-Gómez, Andrea Martinez-Ospina, Daniel D. Cohen, Gustavo A. Holguin, Adriana Almanza, Diana Marina Camargo Lemos, Jorge Enrique Correa-Bautista, Iván D. Escobar, Johnattan García, Rocio Gámez, Mauricio Garzon, Yaneth Herazo Beltrán, Hernan Hurtado, Oscar Lozano, Diana C. Páez, Robinson Ramírez-Vélez, Nubia Ruiz, Gustavo Tovar, and Olga L. Sarmiento
Background:
Physical activity (PA) is vital to the holistic development of young people. Regular participation in PA is associated with substantial benefits for health, cognitive function, and social inclusion. Recognizing the potential of PA in the context of the current peace process in Colombia, the purpose of this article is to present the methodology and results of Colombia’s second Report Card on PA for children and youth.
Methods:
A group of experts on PA graded 14 PA indicators based on data from national surveys and policy documents.
Results:
National and departmental policy indicators received a grade of B, while organized sport participation, overweight, obesity, community influence, and nongovernment initiatives indicators received a grade of C. Overall PA levels, active transportation, sedentary behaviors, and school influence received a grade of D. Active play, low physical fitness, and family influence received an Incomplete grade.
Conclusions:
PA levels are low and sedentary behaviors are high in Colombian children and youth, with notable geographic differences. A broad policy framework translated into specific actions could provide unique opportunities to bridge the gap between knowledge and practice, and contribute to social integration goals in a postconflict setting.
Results From Estonia’s 2016 Report Card on Physical Activity for Children and Youth
Helena Kruusamäe, Merike Kull, Kerli Mooses, Eva-Maria Riso, and Jaak Jürimäe
Background:
The 2016 Report Card on Physical Activity for Children and Youth, the first of its kind, aims to set baseline physical activity (PA) indicators using the Active Healthy Kids Global Alliance grading system.
Methods:
A research work group analyzed and selected data for the grade assignment meeting (GAM). During the GAM, 17 leading researchers and policy experts from Estonia assessed the data and assigned grades for each of the 9 PA indicators. In addition, recommendations were provided for further actions to improve the grades.
Results:
Grades from A (highest) to F (lowest) were assigned as follows: 1) Overall PA (F); 2) Organized Sport (C); 3) Active Play [incomplete data (INC)]; 4) Active Transportation (INC); 5) Sedentary Behaviors (F); 6) Family and Peers (C); 7) School (C); 8) Community and the Built Environment (B); and 9) Government (C). An indicator was marked as incomplete (INC) when there was a lack of representative quality data.
Conclusions:
Evidence suggests that PA levels of Estonian children remain very low, despite moderately supportive social, environmental, and regulatory factors. There are many challenges to overcome in supporting and promoting PA of children and youth (eg, cross-sectional cooperation, implementing interventions, changing social norms, empowerment of parents and educational institutions).
Results From India’s 2016 Report Card on Physical Activity for Children and Youth
Tarun Reddy Katapally, Shifalika Goenka, Jasmin Bhawra, Subha Mani, Ghattu V Krishnaveni, Sarah Helen Kehoe, Anjana Sankhil Lamkang, Manu Raj, and Kathleen McNutt
Background:
Physical inactivity in children and youth in India is a major public health problem. The 2016 Indian Report Card on Physical Activity for Children and Youth has been conceptualized to highlight this epidemic by appraising behaviors, contexts, strategies, and investments related to physical activity of Indian children and youth.
Methods:
An international research collaboration resulted in the formation of a Research Working Group (RWG). RWG determined key indicators; identified, synthesized, and analyzed existing evidence; developed criteria for assigning grades; and, finally, assigned grades to indicators based on consensus.
Results:
Overall Physical Activity Levels were assigned a grade of C-. Active Transportation and Sedentary Behaviors were both assigned a grade of C. Government Strategies and Investments was assigned a grade of D. Six other indicators, including the country-specific indicator Physical Fitness, were graded as INC (incomplete) due to the lack of nationally representative evidence.
Conclusions:
Based on existing evidence, it appears that most Indian children do not achieve recommended levels of physical activity and spend most of their day in sedentary pursuits. The report card identifies gaps in both investments and research that need to be addressed before understanding the complete picture of active living in children and youth in India.
Results From the 2019 ParticipACTION Report Card on Physical Activity for Adults
Soultana Macridis, Christine Cameron, Jean-Philippe Chaput, Tala Chulak-Bozzer, Patricia Clark, Margie H. Davenport, Guy Faulkner, Jonathon Fowles, Lucie Lévesque, Michelle M. Porter, Ryan E. Rhodes, Robert Ross, Elaine Shelton, John C. Spence, Leigh M. Vanderloo, and Nora Johnston
Background: The ParticipACTION Report Card on Physical Activity for Adults is a knowledge exchange tool representing a synthesis of the literature and data available at the national level. The purpose of this paper is to summarize the results of the inaugural 2019 edition. Methods: Thirteen physical activity indicators, grouped into 4 categories, were graded by a committee of experts using a process that was informed by the best available evidence. Sources included national surveys, peer-reviewed literature, and gray literature such as government and nongovernment reports and online content. Results: Grades were assigned to Daily Behaviors (overall physical activity: D; daily movement: C; moderate to vigorous physical activity: F; muscle and bone strength: INC; balance: INC; sedentary behavior: INC; sleep: B−), Individual Characteristics (intentions: B+), Settings and Sources of Influence (social support: INC; workplace: INC; community and environment: B−; health and primary care settings: C−), and Strategies and Investments (government: B−). Conclusions: Generally, lower grades were given to behavior-related indicators (eg, overall physical activity) and better grades for indicators related to investments, community supports, and strategies and policies. Research gaps and future recommendations and directions are identified for each indicator to support future practice, policy, and research directions.
Results From South Korea’s 2016 Report Card on Physical Activity for Children and Youth
Yoonkyung Song, Hyuk In Yang, Eun-Young Lee, Mi-Seong Yu, Min Jae Kang, Hyun Joo Kang, Wook Song, YeonSoo Kim, Hyon Park, Han Joo Lee, Sang-hoon Suh, John C. Spence, and Justin Y. Jeon
Background:
South Korea’s 2016 Report Card on Physical Activity for Children and Youth is the first assessment of physical activity according to the indicators set by Active Healthy Kids Global Alliance.
Methods:
National surveys were used as preferred sources of data. This was then supported by peer-reviewed papers and government reports identified by a systematic search of the literature written in English or Korean. A Research Working Group then graded indicators based on the collected evidence.
Results:
Each indicator was graded as follows: Overall Physical Activity, D-; Organized Sport and Physical Activity Participation, C-; Active Transport, C+; Sedentary Behavior, F; School, D; Government and Investment, C; Active Play, Physical Literacy, Family and Peers, and Community and Built Environment were graded INC (incomplete) due to lack of available evidence.
Conclusions:
Though the final grades of key indicators for South Korean children and youth are not satisfactory, increasing interests and investments have been demonstrated at a national level. More evidence is required for comprehensive assessment on all indicators to better inform policy and practice. This should be accompanied by the use of consistent criteria to contribute to global efforts for active healthy kids.
Results From Zimbabwe’s 2016 Report Card on Physical Activity for Children and Youth
Taru Manyanga, Daga Makaza, Carol Mahachi, Tholumusa F. Mlalazi, Vincent Masocha, Paul Makoni, Eberhard Tapera, Bhekuzulu Khumalo, Sipho H. Rutsate, and Mark S. Tremblay
Background:
The report card was a synthesis of the best available evidence on the performance of Zimbabwean children and youth on key physical activity (PA) indicators. The aim of this article was to summarize the results from the 2016 Zimbabwe Report Card.
Methods:
The Report Card Working Group gathered and synthesized the best available evidence, met, discussed and assigned grades to 10 indicators based on the Active Healthy Kids Global Alliance global matrix grading system.
Results:
The indicators were graded as follows: overall PA (C+), organized sport participation (B), active play (D+), active transportation (A-), sedentary behaviors (B), school (D), family and peers (Incomplete), community and the built environment (F), government (D) and nongovernmental organizations (Incomplete).
Conclusions:
Although the majority of children used active transport, played organized sports and engaged in acceptable levels of PA, most of them did not meet the recommended hours of unstructured/unorganized play per day. At present, there are limited data to accurately inform the Zimbabwe Report Card therefore studies employing robust research designs with representative samples are needed. Zimbabwe also needs to prioritize policies and investments that promote greater and safe participation in PA among children and youth.
An Analysis of State Physical Education Policies
Bryan A. McCullick, Thomas Baker, Phillip D. Tomporowski, Thomas J. Templin, Karen Lux, and Tiffany Isaac
The purpose of this study was to analyze state school-based physical education (SBPE) policies’ text and the resulting legal implications. A textualist approach to the legal method of Statutory Interpretation framed the data analysis. Findings revealed the difficulty of determining with clarity a majority of PE statutes and it is probable that based on current wording, courts could not play a role in interpreting these statutes, thus leaving interpretation to educational authorities. Significant variability of how authorities interpret statutes increases the challenge of consistent interpretation or adherence to the NASPE Guidelines for Quality Physical Education and whether meaningful policy study can be conducted to determine if SBPE makes an impact.
