Feasibility of the

CAPL obstacle course to

assess movement skill
proficiency
Lang, JJ., Longmuir, P., Tremblay, MS.

Workshop Overview
1. Presentation (15 to 20 minutes)
Part 1 Introduction to the Canadian Assessment of
Physical Literacy (CAPL)
Part 2 CAPL obstacle course

2. Practical Component (20 to 25 minutes)

2 groups
Perform
Score

3. Questions and Answers (5 to 10 minutes)

2

What is 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.

Move capably and confidently

Read the physical environment
Anticipate movement needs
Progressive journey

Whitehead, 2010, p. 5

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.

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
5

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
6

Next Milestone - 2016

CAPL RBC Project
12 sites across Canada
Approximately 12,000 Canadian children

Are you Interested in CAPL?

Free online resources
www.capl-ecsfp.ca

Free online webinars for organizations

Using CAPL
Navigating the website
Entering assessment results
Accessing summary reports

Information sheet available!

8

Part 2 CAPL Obstacle Course

CAPL Obstacle Course

Limitations to current motor skill tests
(TGMD-2, MABC-2, BOTMP, PDMS)
1. Time 15 to 60 minutes per child
2. Static testing Lacking real world setting

10

CAPL Obstacle Course

Movement Skills
1.Jumping
2.Sliding
3.Catching
4.Throwing
5.Skipping
6.Hopping
7.Kicking
11

CAPL Obstacle Course Scoring

Item Time (seconds)
Definition
Skill Score
Number of points
1
<14 Two feet in and out of blue,
14 orange and purple hoops
2-foot jumping
No =
extra
and no touching the hoops
1
14-15
Time
14jumps
Points
13
Body & feet are aligned sideways sliding in one direction
1
15-16
12
proficiency
14 Points
& feet aligned=
sideways
sliding in opposite direction
1
Sliding SkillBody
16-17
11
Touch cone when changing directions after sliding left
1
17-18Catches ball (no drop or10
trap against body)
1
Catching
18-19Uses overhand throw to 9hit target
1
Throwing 19-20
8 body
Transfers weight and rotates
1
20-21Correct step-hop foot pattern
7
1
Skipping 21-22
Alternates arms and legs,6 arms swinging for balance
1
22-24Land on one foot in each5hoop
1
1-foot hopping
24-26Hops once in each hoop 4(no touching of hoops)
1
26-28Smooth approach to kick3ball between cones
1
Kicking 28-30
2
Elongated stride on last stride
before impact
1
30 Skill scored out of a maximum
1
Total
of 14
/14

28 points total

12

Watch the CAPL Video

https://www.capl-ecsfp.ca/capl-training-videos/

13

Feasibility/Reliability
Convenience sample (Ottawa Region)
1165 (52% female) 6 to 14 year old children

Feasibility (n=76)
(a) footwear versus bare feet
(b) indoor versus outdoor

Test-retest (n=76)
(a) short ( 4 days)
(b) long (8 14 days)
14

Feasibility Results
Indoor versus outdoor
Mean difference 0.26 1.0, p=0.80

Footwear versus bare foot

Mean difference 0.60 0.68, p=0.38

No difference in either condition!

15

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)
16

Acknowledgments
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

17

Acknowledgments

18

Time to Try the CAPL Obstacle Course!

Justin Lang, PhD (c)

jlang033@uottawa.ca

CAPL website
www.capl-ecsfp.ca
19