Heath
System
Heath Care
System
Discharge
Disability
Ability
Asymptomatic
Lack of Disability ≠ Equal Ability
INDIVIDUALS WHO ARE PHYSICALLY
LITERATE MOVE WITH COMPETENCE AND
CONFIDENCE IN A WIDE VARIETY OF
PHYSICAL ACTIVITIES IN MULTIPLE
ENVIRONMENTS THAT BENEFIT THE HEALTHY
DEVELOPMENT OF THE WHOLE PERSON.
Original Definitions
• The ability to comprehend and proficiently execute a
repertoire of movement skills that enables the person to be
active and participate in leisure and vocational pursuits.
• The ability to comprehend, select and sequence
appropriate movement skills in multiple environments,
enabling the person to be active and participate in
leisure and vocational pursuits leading to a healthy,
contributing individual.
Aligning Physical Literacy with Literacy
• Movement Vocabulary
• An individuals repertoire of movement skills (or sequence of
skills)
• Movement Fluency
• The ability to execute a component of movement vocabulary
with expertise.
• Physical Proficiency
• The ability to select and proficiently execute movement
vocabulary suitable to an environment or setting.
• Physical Literacy
• Physical literacy is the ability to demonstrate physical
proficiencies in multiple environments.
www.physicalliteracy.ca/PLAY
PLAY Tools
Reliability (TRT, IR), Validity
• PLAY FUN - Objective charting of PL (0.68 – 0.75, 0.78 – 0.87, 0.82 TGMD2- ½ )
– Comprehension
– Skills and Tasks (sequences, spatial awareness, modification, confidence)
– VAS scale with Four Category Overlaid “Anchors”
• Categories employ a holistic rubric
• Expert proficiency as the ceiling
• PLAY START – a rapid assessment tool (0.76, 0.86 to PLAY FUN)
• PLAY INVENTORY – participation inventory (0.55 – 0.78)
• PLAY SELF – self assessment of PL (0.725 – 0.88)
• PLAY COACH– surrogate recall assessment of PL (0.71 – 0.91)
• PLAY PARENT – parental assessment of child’s PL (0.65 – 0.81)
PLAY TOOL Research & Evaluation
• Grade (3 to 12), Sex, Body composition (3)
• PE curricular assessment
• Interventions
– PE using lesson plans (3 studies)
• Impact of conditions and disease
– ACL (2)
– Scoliosis (1)
• Athletic performance (2)
• Athletic injury
– ACL injury prevention and treatment (3)
– Injury potential (1)
PERFORMANCE
70
60
PLAY FUN (%)
50
R=0.69, P<0.01
40
30
20
10
0
0
1
2
3
4
Sprint Speed (m/s)
Grade 6, electronic 15 m sprint time, n=65
5
6
Running Performance & PL
40 m sprint
Ages 11 – 17
30
Locomotor Proficiency
80
AGE AND SEX DIFFERENCES
80
PL Category (% total)
70
60
50
40
30
20
10
0
Gr 3 Male
Gr 4 Male
Initial*
19.36
11.96
Emerging*
70.56
57.16
Acquired*
10.08
29.72
Proficent
0
1.2
Obtained*
10.08
31.32
70
PL Category (% total)
60
50
40
30
20
10
0
Gr 3 Female
Gr 4 Female
Initial*
19.2
12.2
Emerging
66.08
59.8
Acquired*
14.56
27.68
Proficent
0.164
0.32
Obtained*
14.72
28
PARTICIPATION
Physical Literacy and Participation
Partcipation (hrs/school year)
160
140
120
100
80
60
40
20
0
0
5
10
15
20
25
30
Physical Literacy
PLAYFUNDAMENTALS, PLAY Inventory, n=39, Grade 6
35
40
45
50
Physical literacy lesson plans
INTERVENTION
70
N=25
60
PRE
PLAY FUN (%)
50
40
39.5 %
2.67 m/s
30
POST
20
50.9 %
3.01 m/s
10
P<0.001
0
0
1
2
3
4
5
Sprint Speed (m/s)
N=65, Grade 5, ID <50 (<ACQUIRED) & < 3 m/s, 4 week RJT (3x/wk)
6
CONFIDENCE
Physical Literacy and Confidence
• Confidence is a realistic belief or expectation of achieving
success.
• Self-efficacy is a realistic belief or expectation about achieving
success on a specific task in a specific situation.
CONFIDENCE AND PHYSICAL LITERACY
GRADE 10, r=0.53
70
70
70
60
60
60
Physical Literacy - Locomotor
Physical Litearcy - Locomotor
GRADE 4, r=0.19
50
40
30
20
10
50
50
40
40
30
30
20
20
10
10
0
0
22
44
66
Self-efficacy
Self-efficacy(confidence)
(confidence)for
forrunning
running
8 8
00
-1
0
1
2
3
4
5
6
7
Self-efficacy
Self-efficacy
(confidence)
(confidence)
forfor
running
running
R of RJT, r=0.38
Sprint, r=0.58
8
9
SELF-ESTEEM
Perception of Competence
Hi PL (n=44)
Lo PL (n=57)
Physical Self-Description Questionnaire (PSDQ) (maximum of 6)
Health
4.93 (0.68)
>NS
4.60 (1.03)
Coordination
4.82 (0.81)
>**
4.08 (0.94)
Physical activity
5.37 (0.69)
>**
4.14 (1.32)
Body fat
5.37 (0.83)
>**
4.32 (1.53)
Sports competence
4.93 (0.80)
>**
3.73 (1.33)
GP self-concept
5.24 (0.71)
>**
4.10 (1.20)
Appearance
4.83 (0.78)
>*
4.28 (0.94)
Strength
4.66 (0.99)
>**
3.74 (1.13)
Flexibility
4.21 (1.13)
>NS
3.81 (1.20)
Endurance/fitness
4.89 (0.98)
>**
3.57 (1.27)
Global self-esteem
5.44 (0.46)
>**
4.87 (0.81)
23
Kids at Risk
• Fitness
– Cardiovascular
– Strength & Endurance
• Physical Activity
– Accelerometer based assessment
• Body Composition
– Fat, Muscle, Bone
• Physical Literacy
What is Physical Literacy?
PHE Canada defines physical literacy as:
The ability to move with competence
and confidence in a wide variety of
physical activities in multiple
environments that benefit the healthy
development of the whole person.
Active Participation
Online student questionnaire that assesses the variety and
frequency of physical activity:
1. Diverse Activities (team sport activities, individual sport
activities, dance activities, gymnastics activities, fitness
activities)
E.g., How often, where (school, home/community) and interest in doing
more)
2. Environment
E.g., Land, snow and ice, water, air
Living Skills
Online student questionnaire that assesses three areas:
1. Feeling relates to personal physical activity, confidence,
importance, enjoyment, and lowered anxiety.
2. Thinking relates to basic knowledge, understanding, decisionmaking, and setting personal goals.
3. Interacting relates to solving problems, communicating, and
cooperating in a group setting.
Fitness Skills
Using the provided rubrics, teachers assess:
A. Aerobic/Cardiovascular Endurance – Four-Station Circuit
B. Balance/Dynamic Stability – Lateral Bound
C. Core Muscle Strength – Plank Challenge
Movement Skills
Using the provided rubrics, teachers assess:
1. Locomotion – Run, Stop, Return
2. Upper Limb Object Control – Send and Receive
3. Lower Limb Object Control – Advanced Kick
Passport for Life IS
•
•
•
•
a formative assessment of physical literacy
a reflection of each student’s physical literacy
a tool which can be used for goal setting
a set of standards for physical literacy that promote learning
and positive attitudes
• a resource created through an extensive development process
including fundamental exercise science, research, evaluation
and consultation
Passport for Life is NOT
• a summative assessment (report card mark)
• a physical literacy “award” program
Data from Pilot
• The pilot data reveals excellent normally distributed data
without ceiling or floor effects.
• Movement Skills
Data from Pilot
• Data shows differences between sexes and differences between
grades.
• Fitness Skills
Measurement of Physical Literacy
Purpose for Children and Youth
• To teach children and youth about what it means and why it is
important to be physically literate
• To make children and youth aware of their own physical literacy
level
• To give children and youth the tools and support to become
more physically active and physically literate
Measurement of Physical Literacy
Purpose for Teachers/Parents
• To inform teachers and parents about physical literacy and
about the physical literacy levels of children and youth
• Provide teachers with the information to adjust their program
planning to address gaps
• Provide parents with the tools and resources to help their
children to be more physically active
Measurement of Physical Literacy
Purpose for Schools/Government
• To collect aggregate data and enable comparison among
children from different schools, regions and jurisdictions across
Canada
• Schools and governments can acquire information about the
physical literacy levels of children to inform future policy and
program direction
Vision for Passport for Life
•
•
•
•
•
Program developed from K – 12
Available free of charge
Program training and support
Implemented across Canada
Engaged parents
Thank you
PHE Canada acknowledges the financial support of the Government of
Canada through the Department of Canadian Heritage
RESEARCH INSTITUTE
RESEARCH INSTITUTE
Canadian Assessment of
Physical Literacy
Dr. Pat Longmuir
International Physical Literacy Conference
Banff, Alberta, April 20, 2013
RESEARCH INSTITUTE
Why measure?
•
•
•
•
Surveillance
Programme evaluation
Identify needs
Research
RESEARCH INSTITUTE
What to measure?
• Children’s capacity for a healthy,
active lifestyle
• Physical competence
Skill
Fitness
• Motivation
• Knowledge
RESEARCH INSTITUTE
Who to measure?
• Children 8 to 12 years of age
(grades 4 to 6)
• Mastered the FUNdamentals
• Ready to Train
RESEARCH INSTITUTE
Who decides?
• Expert advisory group (2007-2011)
School boards
PHE Canada, OPHEA, CP/RA
Provincial and Federal government
ParticipACTION, Active Healthy Kids Canada
• Statistical analyses (2011-2012)
• International Delphi panel (2012-2013)
Francis et al (poster)
RESEARCH INSTITUTE
Why not existing measures?
• Initially combined existing measures
(e.g., CHMS, Fitnessgram, TGMD-2)
• Limitations encountered:
Specialized training and/or facilities
Time/resource intensive
Lack of discrimination
Limited validity and/or reliability
No published assessment of knowledge
RESEARCH INSTITUTE
Who participated?
• Over 1,500 children in 6 testing cycles
• Over 40 teachers
• 24 Delphi experts
RESEARCH INSTITUTE
Who participated?
• 2007-2010
Fitness protocols
Motor skill feasibility
Knowledge content
• 2011-2012
Motor skill protocol
Knowledge protocol
Motivation protocol
RESEARCH INSTITUTE
What’s most important?
• Holistic assessment of physical literacy
• Evaluation of children’s physical literacy
Accurate
Meaningful
Reliable
Supports intervention
• Screening for “red flags”
• In-depth assessment for individual support
RESEARCH INSTITUTE
What’s next?
Summer 2013
•Scoring and interpretation developed
•Training manual and videos refined
•CAPL available on www.haloresearch.ca
2013-2015
•Evaluation of CAPL implementation
•Education, recreation, health sectors
•Workshops and training
•Screening version for “red flags”
RESEARCH INSTITUTE
Let’s Work Together
•
•
•
•
CAPL pilot testing sites
Develop screening version
Develop implementation/interpretation
Versions for younger and older children
Dr. Pat Longmuir
Healthy Active Living and Obesity
Research Group
CHEO Research Institute
613-738-3908, [email protected]