( M = 4.36, SD = 0.7). Instrumentation Data were gathered using the five core developmental scales contained in the Teaching Strategies GOLD (TS-Gold; Heroman et al., 2010 ). These five scales relate to physical, social–emotional, language, cognitive, and literacy development. Each of these scales
Paul M. Wright, Lauriece L. Zittel, Tawanda Gipson and Crystal Williams
Claire E. Francis, Patricia E. Longmuir, Charles Boyer, Lars Bo Andersen, Joel D. Barnes, Elena Boiarskaia, John Cairney, Avery D. Faigenbaum, Guy Faulkner, Beth P. Hands, John A. Hay, Ian Janssen, Peter T. Katzmarzyk, Han C. G. Kemper, Duane Knudson, Meghann Lloyd, Thomas L. McKenzie, Tim S. Olds, Jennifer M. Sacheck, Roy J. Shephard, Weimo Zhu and Mark S. Tremblay
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.
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.
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.
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.
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
Daniel B. Robinson, Lynn Randall and Joe Barrett
teachers have, in many cases, relied upon policymakers’ interpretations of physical literacy. Dudley ( 2015 ) noted that many Organization for Economic Co-operation and Development nations make specific reference to physical literacy development in relation to the use of PE-focused curriculum models. This
Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones and Richard J. Keegan
, postintervention interview). This suggested that Mrs. Davies recognized the importance of developing pupils’ affective, cognitive, and social domains as well as their physical competence in order to influence their lifelong physical literacy development ( Edwards et al., 2017 ; Keegan et al., 2019 ). This change
Philp Sullivan, Jessica Murphy and Mishka Blacker
). Mental health literacy: Empowering the community to take action for better mental health . American Psychologist, 67 , 231 – 243 . PubMed ID: 22040221 doi:10.1037/a0025957 10.1037/a0025957 Jung , H. , von Sternberg , K. , & Davis , K. ( 2016 ). Expanding a measure of mental health literacy
Xiangli Gu, Senlin Chen and Xiaoxia Zhang
Francis , C.E. , Longmuir , P.E. , Boyer , C. , Andersen , L.B. , Barnes , J.D. , Boiarskaia , E. , . . . Tremblay , M.S. ( 2016 ). The Canadian Assessment of Physical Literacy: Development of a model of children’s capacity for a healthy, active lifestyle through a Delphi process . Journal
Johannes Carl, Gorden Sudeck and Klaus Pfeifer
physical literacy: methods for children in grades 4 to 6 (8 to 12 years) . BMC Public Health . 2015 ; 15 ( 1 ): 176 . doi:10.1186/s12889-015-2106-6 10.1186/s12889-015-2106-6 80. Francis CE , Longmuir PE , Boyer C , et al . The Canadian assessment of physical literacy: development of a model of
Lorraine Cale and Jo Harris
understanding, and arguably to all good teaching, are the inclusion and empowerment of all pupils, and their subsequent shift with enhanced knowledge and understanding from dependence on the teacher to independence. In considering approaches to physical literacy development, Almond and Myers ( 2017 ) argue that
Dylan O. Blain, Thomas Curran and Martyn Standage
lifetime physical activity . European Physical Education Review, 8 ( 1 ), 69 – 84 . doi: 10.1177/1356336X020081005 Francis , C. , Longmuir , P. , Boyer , C. , Andersen , L. , Barnes , J. , & Boiarskaia , E. , . . . Tremblay , M. ( 2016 ). The Canadian assessment of physical literacy