AbstractPurpose: The purpose of the study was to examine the physical literacy (PL) of children in multiple education sectors in Calgary through the use of the Canadian Assessment of Physical Literacy (CAPL). Methods: 491 students (female; n=234, male; n=243), aged 8-12-years old (M=10.3, SD=1.5) from both the public school sector, as well as a charter school sector, were assessed using the CAPL. The CAPL tool is a reliable and validated measurement tool that assesses children in four domains, which make up the construct of physical literacy Age, gender and grade level were set as the independent variables. Children were scored in 4 separate domains, which were combined to yield a composite and overall physical literacy score. These domains included; 1) physical competence, 2) daily behaviour, 3) knowledge and understanding, and 4) motivation and confidence. Results: Childrenâ€™s scores were ranked in to one of 4 interpretation score categories: beginning (lower PL scores), progressing, achieving or excelling (higher PL scores). 66% of the subjects fell within the Progressing category for physical competence; 57% fell within the Progressing category for the motivation and confidence domain; 38% fell within the Progressing category for the knowledge and understanding domain; and 59% fell within the Progressing category for the daily behaviour domain. Overall, 63% of children in this sample fell within the Progressing category for Physical Literacy. Conclusion: It appears that the majority of children in Calgary fall within the Progressing category in all but one of the domains as measured by the CAPL assessment tool, indicating that their PL scores were on the lower end of the interpretation score categories.
Acknowledgments: Joel Barnes