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Background: Children and youth who meet the physical activity, sedentary, and sleep behaviour recommendations in the Canadian 24-Hour Movement Guidelines are more likely to have desirable physical and psychosocial health outcomes. Yet, few children and youth actually meet the recommendations. The family is a key source of influence that can affect lifestyle behaviours. The purpose of this paper is to describe the process used to develop the Consensus Statement on the Role of the Family in the Physical Activity, Sedentary, and Sleep Behaviours of Children and Youth (0–17 years) and present, explain, substantiate, and discuss the final Consensus Statement. Methods: The development of the Consensus Statement included the establishment of a multidisciplinary Expert Panel, completion of six reviews (three literature, two scoping, one systematic review of reviews), custom data analyses of Statistics Canada's Canadian Health Measures Survey, integration of related research identified by Expert Panel members, a stakeholder consultation, establishment of consensus, and the development of a media, public relations, communications and launch plan. Results: Evidence from the literature reviews provided substantial support for the importance of family on children's movement behaviours and highlighted the importance of inclusion of the entire family system as a source of influence and promotion of healthy child and youth movement behaviours. The Expert Panel incorporated the collective evidence from all reviews, the custom analyses, other related research identified, and stakeholder survey feedback, to develop a conceptual model and arrive at the Consensus Statement: Families can support children and youth in achieving healthy physical activity, sedentary and sleep behaviours by encouraging, facilitating, modelling, setting expectations and engaging in healthy movement behaviours with them. Other sources of influence are important (e.g., child care, school, health care, community, governments) and can support families in this pursuit. Conclusion: Family is important for the support and promotion of healthy movement behaviours of children and youth. This Consensus Statement serves as a comprehensive, credible, and current synopsis of related evidence, recommendations, and resources for multiple stakeholders. [ABSTRACT FROM AUTHOR]

The paper briefly reviews the status and trends in physical activity, physical inactivity, and overweight/obesity in Canada; discusses the consequences of these trends; examines evidence that our frame of reference with respect to physical activity and obesity is changing; promotes the importance of getting “back to the basics” as a strategy for enhancing childhood physical activity; and provides suggestions for future research in this area. In addressing these topics, the paper explores and contrasts the lifestyles and characteristics of Old Order Amish and Old Order Mennonite children with children exposed to contemporary modern living. This exploration is used as a model to learn from traditional lifestyles, which were comparatively active and resistant to obesity. The fitness characteristics and physical activity levels of traditional and contemporary groups are compared and demonstrate significant differences among groups. This evidence may provide important insight for informing future physical activity recommendations. Idiosyncrasies of performing research on these traditional-living groups are also provided. Cet article présente brièvement les niveaux de pratique et les tendances au sujet de l’activité physique, de l’inactivité physique, du surpoids et de l’obésité au Canada. Par la suite, on analyse les conséquences et scrute les faits à l’appui du changement du cadre de référence concernant l’activité physique et l’obésité ; puis on insiste sur l’importance de revenir à la base pour inciter les jeunes à la pratique de l’activité physique et on propose des pistes de recherche dans ce domaine. De plus, cet article analyse et compare sous l’angle de ces thèmes les modes de vie des enfants de la société moderne à ceux des enfants du Vieil Ordre Amish et du Vieil Ordre Mennonite. Cette analyse constitue un modèle d’étude du mode de vie traditionnelle caractérisée par sa plus grande pratique de l’activité physique et par sa résistance à l’obésité. Cet article compare la condition physique et le niveau de pratique de l’activité physique selon ces modes de vie et constate des différences significatives. Ces observations pourraient fournir les arguments nécessaires en faveur de recommandations prochaines en matière d’activité physique. Finalement, cet article présente une approche idiosyncratique de la recherche sur ces modes de vie traditionnelle. [ABSTRACT FROM AUTHOR]

This paper examines the spatial distribution of recreational opportunities for children and youth in a mid-sized Canadian city (London, Ontario), in relation to the socioeconomic status of neighbourhoods and estimated local need for publicly provided recreation spaces. Public recreation facilities (N = 537) throughout the city were identified, mapped and analysed in a geographic information system. To explore potential socio-environmental inequities, neighbourhoods (N = 22) were characterized by socioeconomic and environmental variables, an index of neighbourhood social distress, a neighbourhood play space needs index, and measures of the prevalence and density of recreational opportunities. The results of the spatial analysis indicate there is no systematic socioenvironmental inequity with respect to the prevalence and density of publicly provided neighbourhood recreation spaces; however, there are several areas in the city where youth do not have access to formal play spaces. We argue that to promote physical activity among urban children and youth, city planners and health policy analysts should consider carefully the geographical distribution of existing recreational opportunities and ensure that new publicly funded recreation spaces are provided to neighbourhoods with the greatest need. Further research should seek to identify what kinds of recreation spaces are most effective for promoting healthy behaviours among vulnerable children and youth. [ABSTRACT FROM AUTHOR]

Background: Many tools have been developed to measure physical activity parenting practices (PAPP). Currently, there is little standardization on how PAPP constructs are operationalized for 5–12 year-old children. Given this lack of consistency our team have started the process of standardizing the measurement of PAPP by developing an item bank which was conceptually informed by 24 experts from 6 countries. Purpose: The purpose of this paper is to present the psychometric properties of the PAPP item bank using the expert-informed PAPP conceptual framework. Methods: A sample (N = 626) of Canadian parents completed the PAPP item bank (100 items measuring 12 constructs). Confirmatory Factor Analyses (CFA), confirmatory bi-factor item analyses, and Item Response Modeling (IRM) were used to assess the structural validity of scores derived from the PAPP item bank. Differential Item Functioning (DIF) and Differential Response Functioning (DRF) were used to determine whether the PAPP items are invariant by parent sex, ethnicity of parent, and household income. Finally, Computerized Adaptive Testing (CAT) simulations were used to determine the efficiency of the item bank – this involved ascertaining whether each construct can be assessed with fewer items. Results: The PAPP expert-informed conceptual framework was mainly supported by the CFA analyses. Notable changes included: a) collapsing smaller constructs into one general construct (modeling, co-participation, and monitoring constructs were collapsed into a construct assessing nondirective support); or b) splitting a construct into two smaller constructs (restrict for safety reason construct was split into indoor physical activity restriction and allowance for unsupervised outside physical activity). While the CFA analyses supported the structural validity of 11 constructs, the bi-factor item analyses and IRM analyses supported collapsing correlated constructs into more general constructs. These analyses further reduced the number of constructs measured by the PAPP item bank to nine constructs (65 items – reliability ranging from.79 to.94). As seven of the PAPP constructs had reliability greater than.80, CAT simulations further reduced the number of items to 31 items. Conclusion: Overall, the PAPP item bank has excellent psychometric properties and provides an efficient way to assess PAPP. [ABSTRACT FROM AUTHOR]

Background: Physical literacy comprises a range of tests over four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding). The patterns of missing data in large field test batteries such as those for physical literacy are largely unknown. Therefore, the aim of this paper was to explore the patterns and possible reasons for missing data in the Royal Bank of Canada Learn to Play-Canadian Assessment of Physical Literacy (RBC Learn to Play-CAPL) project.Methods: A total of 10,034 Canadian children aged 8 to 12 years participated in the RBC Learn to Play-CAPL project. A 32-variable subset from the larger CAPL dataset was used for these analyses. Several R packages ("Hmisc", "mice", "VIM") were used to generate matrices and plots of missing data, and to perform multiple imputations.Results: Overall, the proportion of missing data for individual measures and domains ranged from 0.0 to 33.8%, with the average proportion of missing data being 4.0%. The largest proportion of missing data in CAPL was the pedometer step counts, followed by the components of the Physical Competence domain and the Children's Self-Perception of Adequacy in and Predilection for Physical Activity subscales. When domain scores were regressed on five imputed subsets with the original subset as the reference, there were small and statistically detectable differences in the Daily Behaviour score (β = - 1.6 to - 1.7, p < 0.001). However, for the other domain scores the differences were negligible and statistically undetectable (β = - 0.01 to - 0.06, p > 0.05).Conclusions: This study has implications for other researchers or educators who are creating or using large field-based assessment measures in the areas of physical literacy, physical activity, or physical fitness, as this study demonstrates where problems in data collection can arise and how missing data can be avoided. When large proportions of missing data are present, imputation techniques, correction factors, or other treatment options may be required. [ABSTRACT FROM AUTHOR]

Background: The Canadian Assessment of Physical Literacy (CAPL) assesses the capacity of children to lead a physically active lifestyle. It is comprised of a battery of standardized assessment protocols that reflect the Canadian consensus definition of physical literacy. The Royal Bank of Canada Learn to Play - Canadian Assessment of Physical Literacy study implemented the CAPL with 10,034 Canadian children (50.1% female), 8 to 12 years of age. Feedback during data collection, necessary changes identified by the coordinating centre, and recent data analyses suggested that a streamlined, second edition of the CAPL was required. The purpose of this paper is to describe the methods used to develop the CAPL second edition (CAPL-2).Methods: The larger dataset created through the RBC-Learn to Play CAPL study enabled the re-examination of the CAPL model through factor analyses specific to Canadian children 8 to 12 years of age from across Canada. This comprehensive database was also used to examine the CAPL protocols for redundancy or variables that did not contribute significantly to the overall assessment. Removing redundancy had been identified as a priority in order to reduce the high examiner and participant burden. The "lessons learned" from such a large national surveillance project were reviewed for additional information regarding the changes that would be required to optimize the assessment of children's physical literacy. In addition, administrative changes, improvements, and corrections were identified as necessary to improve the quality and accuracy of the CAPL manual and training materials.Results: For each domain of the CAPL, recommended changes based on the factor analyses, qualitative feedback and theoretical considerations significantly reduced the number of protocols. Specific protocol combinations were then evaluated for model fit within the overarching concept of physical literacy. The CAPL-2 continues to reflect the four components of the Canadian consensus definition of physical literacy: Motivation and Confidence, Physical Competence, Knowledge and Understanding, and engagement in Physical Activity Behaviour. The CAPL-2 is comprised of three Physical Competence protocols (plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], Canadian Agility and Movement Skill Assessment [CAMSA]), two Daily Behaviour protocol (pedometer steps, self-reported physical activity), and a 22-item questionnaire assessing the physical literacy domains of Motivation and Confidence, and Knowledge and Understanding. Detailed information about the CAPL-2 is available online ( www.capl-eclp.ca ).Conclusions: The CAPL-2 dramatically reduces examiner and participant burden (three Physical Competence protocols, two Daily Behaviour protocols, and a 22-response questionnaire; versus eight Physical Competence protocols, three Daily Behaviour protocols and a 72-response questionnaire for the original CAPL), while continuing to be a comprehensive assessment of all aspects of children's physical literacy using the Canadian consensus definition of this term. Like the original, the CAPL-2 continues to offer maximum flexibility to practitioners, who can choose to complete the entire CAPL-2 assessment, only one or more domains, or select individual protocols. Regardless of the assessment selected, scores are available to interpret the performance of each child relative to Canadian children of the same age and sex. All of the protocols included in the CAPL-2 have published reports of validity and reliability for this age group (8 to 12 years). The detailed manual for CAPL-2 administration, along with training materials and other resources, are available free of charge on the CAPL-2 website ( www.capl-eclp.ca ). All CAPL-2 materials and resources, including the website, are available in both English and French. [ABSTRACT FROM AUTHOR]

Background: Physical literacy is defined as the motivation, confidence, physical competence, and knowledge and understanding to engage in physical activity for life. Physical literacy knowledge and understanding encompasses movement (how to move), performance (evaluation of movement), and health and fitness (value of exercise, need for relaxation and sleep, etc.). This paper describes the development and evaluation of a standardized assessment of physical literacy knowledge and understanding for Canadian children in grades 4, 5, and 6.Methods: Proposed Physical Literacy Knowledge Questionnaire (PLKQ) content was identified through expert consultation and a review of provincial/territorial physical education curricula for grades 4 to 6. Open-ended questions verified language and generated response options. Feasibility was assessed via completion time and error frequency. Item validity assessed scores by age, gender, and teacher ratings of student knowledge. Test-retest reliability was assessed over short (2-day) and long (7-day) intervals.Results: Subsets of 678 children (54% girls, 10.1 ± 1.0 years of age) completed the feasibility and validity assessments. Response errors (missing or duplicate responses, etc.) were minimal (2% or less) except for one question (7% error) about the use of safety gear during physical activity. A Delphi process among experts in children's physical activity and fitness achieved consensus on the core content and supported an item analysis to finalize item selection. As expected, knowledge scores increased with age (partial eta2 = 0.07) but were not related to gender (p = 0.63). Teacher ratings of children's knowledge of physical activity behaviour (r = 0.13, p = 0.01) and fitness (r = 0.12, p = 0.03), but not movement skill (r = 0.07, p = 0.19) were associated with PLKQ scores. Test-retest reliability for PLKQ score and individual questions was substantial to excellent for 71% of comparisons over a 2-day interval, but lower over a 7-day interval (53% substantial or excellent). Items with low reliability had high or low proportions of correct responses.Conclusions: This study provides feasibility and validity evidence for the Physical Literacy Knowledge Questionnaire as an assessment of physical literacy knowledge for Canadian children in grades 4, 5, and 6. Completion rates were high and knowledge scores increased with age. Streamlining of the content in accordance with Delphi panel recommendations would further enhance feasibility, but would also focus the content on items with limited reliability. Future studies of alternative item wording and responses are recommended to enhance test-retest reliability. [ABSTRACT FROM AUTHOR]

The aim of this review is to provide a scientific update on evidence related to the biological and psycho-social health benefits of physical activity in school-aged children and youth. To accomplish this aim, the first part of the paper reviews existing physical activity guidelines for school-aged children and youth, with an emphasis placed on how Canada’s guidelines compare and contrast with those of other countries and organizations. The paper then provides an overview of physical activity levels of Canadian children and youth, which indicates that few Canadian youngsters meet current physical activity recommendations. The next section of the paper summarizes the literature that informs how much physical activity is required to promote health and well-being in children and youth. The paper then provides suggestions on modifications that could be made to Canada’s physical activity guidelines for children and youth. Specifically, consideration should be given to setting both minimal (>=60 min/d) and optimal (up to several hours per day) physical activity targets. The final section identifies future research needs. In this section, a need is noted for comprehensive dose-response studies of physical activity and health in the paediatric age group. [ABSTRACT FROM AUTHOR]

This historical background paper chronicles the major events leading to the development of Canada’s physical activity guides (for children, youth, adults, and older adults). The paper outlines the process and the steps used, including information (where applicable) regarding national partners, project administration, Health Canada communications, product development, endorsement, distribution and implementation, collateral activities, media relations and evaluation framework. Brief summaries of the science that led to the recommended guidelines are included. The paper also summarizes the various physical activity guide assessment and evaluation projects and their findings, particularly as they relate to research carried out on Canada’s physical activity guides for children and youth (and the associated support resources). [ABSTRACT FROM AUTHOR]