Canadian Assessment of

Physical 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
Ontarios 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.

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
Childrens 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

Canadian Assessment of Physical Literacy

www.capl-ecsfp.ca

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 childrens 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