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Richard Tyler, Marianne Mannello, Rebecca Mattingley, Chris Roberts, Robert Sage, Suzan R Taylor, Malcolm Ward, Simon Williams and Gareth Stratton

Background:

This is the second Active Healthy Kids Wales Report Card. The 2016 version consolidates and translates research related to physical activity (PA) among children and youth in Wales, and aims to raise the awareness of children’s engagement in PA and sedentary behaviors.

Methods:

Ten PA indicators were graded using the Active Healthy Kids—Canada Report Card methodology involving a synthesis and expert consensus of the best available evidence.

Results:

Grades were assigned as follows: Overall PA, D+; Organized Sport Participation, C; Active and Outdoor Play, C; Active Transportation, C; Sedentary Behaviors, D-; Physical Literacy, INC; Family and Peer Influences, D+; School, B; Community and the Built Environment, C; and National Government Policy, Strategies, and Investments, B-.

Conclusions:

Despite the existence of sound policies, programs, and infrastructure, PA levels of children and youth in Wales are one of the lowest and sedentary behavior one of the highest globally. From the 2014 Report Card, the Family and Peer Influences grade improved from D to D+, whereas Community and the Built Environment dropped from B to C. These results indicate that a concerted effort is required to increase PA and decrease sedentary time in children and young people in Wales.

Open access

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).

Open access

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.

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ZáNean McClain, E. Andrew Pitchford and Jill Pawlowski

, 33 (3), 874–889. doi: 10.1519/JSC.0000000000002381 Comparison of Motivation Among Adolescents With Visual Impairments While there have been differences in the operational definition of physical literacy across studies, many have identified motivation as an important component in the development of

Open access

Lowri C. Edwards, Richard Tyler, Dylan Blain, Anna Bryant, Neil Canham, Lauren Carter-Davies, Cain Clark, Tim Evans, Ceri Greenall, Julie Hobday, Anwen Jones, Marianne Mannello, Emily Marchant, Maggie Miller, Graham Moore, Kelly Morgan, Sarah Nicholls, Chris Roberts, Michael Sheldrick, Karen Thompson, Nalda Wainwright, Malcolm Ward, Simon Williams and Gareth Stratton

Wales, an additional indicator was included: Physical Literacy. The indicators were evaluated using a standardized grading scheme ranging from A+ (94–100% of children met the criteria), to F (0–19% meet the criteria) or Inconclusive (Inc; indicated that data was inadequate or not available). Data from

Open access

Joel D. Barnes, Christine Cameron, Valerie Carson, Jean-Philippe Chaput, Rachel C. Colley, Guy E.J. Faulkner, Ian Janssen, Roger Kramers, Travis J. Saunders, John C. Spence, Patricia Tucker, Leigh M. Vanderloo and Mark S. Tremblay

Physical Activity, Organized Sport and Physical Activity Participation, Active Play, Active Transportation, Sedentary Behaviors, Physical Fitness, Family and Peers, School, Community and Environment, Government). Additional indicators included Physical Education, Physical Literacy, Sleep, and 24-Hour

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INTERNATIONAL SPORT COACHING JOURNAL

DIGEST VOLUME 5, ISSUE #1

Sergio Lara-Bercial, A.J. Rankin-Wright, Jason Tee, Fieke Rongen, Tom Mitchell, Mike Ashford, David Piggott and Kevin Till

shape educational programming and educate coaches on a range of strategies that can be used to prevent burnout within their athletes. Evaluating Approaches to Physical Literacy Through the Lens of Positive Youth Development Allan, V., Turnidge, J., & Cote, J. (2017). Quest, 69 , 515–530. doi: 10

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Activity and Physical Literacy in the Early Years in British Columbia Jennifer McConnell-Nzunga * Katie A. Weatherson * Louise Masse * Valerie Carson * Guy Faulkner * Erica Lau * Heather McKay * Viviene Temple * Luke Wolfenden * Patti J. Naylor * 1 04 2020 21 02 2020 17 4 429 434 10

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198 206 206 10.1123/jpah.2015-0046 State Legislation Related to Increasing Physical Activity: 2006–2012 Amy A. Eyler * Elizabeth Budd * Gabriela J. Camberos * Yan Yan * Ross C. Brownson * 2 2016 13 13 2 2 207 207 213 213 10.1123/jpah.2015-0010 The Canadian Assessment of Physical Literacy

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Daniel Gould

Psychology position statement on sport specialization ( Côté, Lidor, & Hackfort, 2009 ), the Canada Physical Literacy Consensus statement ( Tremblay, Costas-Bradstreet et al., 2018 ), the International Olympic Committee consensus statement on harassment and abuse (nonaccidental violence) in sport ( Mountjoy