Feasibility, Validity, and Reliability of the Plank Isometric Hold as a Field-Based Assessment of Torso Muscular Endurance for Children 8–12 Years of Age

Boyer, Charles P.; Tremblay, Mark S.; Saunders, Travis J.; McFarlane, Allison; Borghese, Michael M.; Lloyd, Meghann; Longmuir, Pat

doi:10.1123/pes.25.3.407

Cited by 98 publications

(84 citation statements)

References 28 publications

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“…The total score of Daily Behavior assessment was 30 points. Physical Competence contained three parts: i) FitnessGram 15 m/20 m PACER (Progressive Aerobic Cardiovascular Endurance Run) [32] for evaluating aerobic fitness; ii) Plank Assessment of Torso Strength [33] for testing musculoskeletal endurance, which is related to back health, the ability to stabilize the body, and the function of both the upper and lower limbs; and iii) the Canadian Agility and Movement Skill Assessment (CAMSA) for assessing motor competence [34]. The total score of Physical Competence assessment was 30 points.…”

Section: Methodsmentioning

confidence: 99%

Associations between perceived and actual physical literacy level in Chinese primary school children

Sum

Sit

et al. 2020

BMC Public Health

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Background: The concept of physical literacy (PL) is gaining popularity within public health and physical education circles. However, little is known about the relationship between perceived and actual PL levels among school-aged children. The aim of this study is to explore the associations between perceived and actual levels of PL of primary school students in China. Methods: A total of 327 children (153 boys and 174 girls) with a mean (SD) age of 10.0 (±1.0) years were included for analysis. PL perceptions were measured using the Perceived Physical Literacy Instrument. Children's actual level of PL was objectively assessed by the Chinese version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge and Understanding. Pearson's correlation coefficients were calculated to examine the relationship between students' perceived and actual PL levels, whereas Multivariate Analysis of Variance (MANOVA) was calculated to investigate the gender, relative age differences, and interaction effect (2 × 4) on perceived and actual PL levels respectively. Results: Significant correlations were observed between the perceptions and actual PL scores in both boys (r = .46, p < .01) and girls (r = .41, p < .01). Low to moderate significances were shown between each domain of perceived PL and actual PL (from .16 to .49). Further MANOVA results revealed that there were significant gender differences in the Daily Behavior domain of actual PL (F (1, 319) = 30.15, p < .001, Wilks' Λ = 540.88, η 2 partial = .09). Overall, boys had both higher actual PL scores (58.9) and PL perceptions (37.3) than girls. Neither relative age effect nor interaction effect (2 × 4) was observed for the current participants in all the variables. Conclusions: This study is the first to examine the associations between the perceived and actual levels of PL in Chinese children. Additional studies should explore the importance of children's perceptions of PL when assessing the actual level of PL in physical education and health settings. Girls should be more encouraged by PE teachers to participate actively in physical activities in the school environment.

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Section: Methodsmentioning

confidence: 99%

Associations between perceived and actual physical literacy level in Chinese primary school children

Sum

Sit

et al. 2020

BMC Public Health

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“…For children 8–12 years of age, existing measures enable monitoring of motivation and confidence 5 , 6 and many aspects of physical fitness. 7 , 8 , 9 However, the physical competence domain of physical literacy includes not only fitness, but also physical movement competence. Movement skill, health-related physical fitness, and the child's self-perceived motor skill competence combine to influence the child's physical activity.…”

Section: Introductionmentioning

confidence: 99%

Canadian Agility and Movement Skill Assessment (CAMSA): Validity, objectivity, and reliability evidence for children 8–12 years of age

Longmuir

Boyer

Lloyd

et al. 2017

Journal of Sport and Health Science

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161

162

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PurposeThe primary aim of this study was to develop an assessment of the fundamental, combined, and complex movement skills required to support childhood physical literacy. The secondary aim was to establish the feasibility, objectivity, and reliability evidence for the assessment.MethodsAn expert advisory group recommended a course format for the assessment that would require children to complete a series of dynamic movement skills. Criterion-referenced skill performance and completion time were the recommended forms of evaluation. Children, 8–12 years of age, self-reported their age and gender and then completed the study assessments while attending local schools or day camps. Face validity was previously established through a Delphi expert (n = 19, 21% female) review process. Convergent validity was evaluated by age and gender associations with assessment performance. Inter- and intra-rater (n = 53, 34% female) objectivity and test–retest (n = 60, 47% female) reliability were assessed through repeated test administration.ResultsMedian total score was 21 of 28 points (range 5–28). Median completion time was 17 s. Total scores were feasible for all 995 children who self-reported age and gender. Total score did not differ between inside and outside environments (95% confidence interval (CI) of difference: −0.7 to 0.6; p = 0.91) or with/without footwear (95%CI of difference: −2.5 to 1.9; p = 0.77). Older age (p < 0.001, η2 = 0.15) and male gender (p < 0.001, η2 = 0.02) were associated with a higher total score. Inter-rater objectivity evidence was excellent (intraclass correlation coefficient (ICC) = 0.99) for completion time and substantial for skill score (ICC = 0.69) for 104 attempts by 53 children (34% female). Intra-rater objectivity was moderate (ICC = 0.52) for skill score and excellent for completion time (ICC = 0.99). Reliability was excellent for completion time over a short (2–4 days; ICC = 0.84) or long (8–14 days; ICC = 0.82) interval. Skill score reliability was moderate (ICC = 0.46) over a short interval, and substantial (ICC = 0.74) over a long interval.ConclusionThe Canadian Agility and Movement Skill Assessment is a feasible measure of selected fundamental, complex and combined movement skills, which are an important building block for childhood physical literacy. Moderate-to-excellent objectivity was demonstrated for children 8–12 years of age. Test–retest reliability has been established over an interval of at least 1 week. The time and skill scores can be accurately estimated by 1 trained examiner.

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“…The timed plank provided a measure of muscular endurance. Instructions and data collection followed the protocol established by Boyer et al [2]. Children were shown and asked to demonstrate a plank where their hips were in line with their head and feet and their feet were together.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Growth in Height on the Physical Competencies of Children

McKinnon¹,

Kolen²

2018

JPAR

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It is important to recognize or control for the impact of physical growth to evaluate changes in children's physical performance as they get older particularly when involved in an exercise or training program. This study examined the effect of growth in height on four physical competency tasks in children. Data were collected twice from 206 children, aged 8 to 11 years at first data collection. These participants completed the Progressive Aerobic Cardiorespiratory Endurance Run [PACER], a timed plank, left-and right-hand grip strength, and had their height and mass measured in consecutive years. Growth in height was used in dimensional analyses to predict the participants' expected improvement in their physical competency measures. The expected improvement in PACER, timed plank and left-and right-hand grip strength was compared to actual differences in the children's performance using repeated measures t-tests. Significantly greater improvements than expected were found for left (t(167)=-4.731, p=0.000) and right-hand grip (t(168)=-4.579, p=0.000). Actual performance was significantly less than expected for the timed plank (t(172)=-2.743, p=0.003). No significant differences in actual versus expected performance were found for the PACER (t(164)=-1.023, p=0.154). Although children's growth in height accounted for a proportion of their performance, it was inconsistent suggesting other biologic and non-biologic factors also impact their physical competencies over time.

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Feasibility, Validity, and Reliability of the Plank Isometric Hold as a Field-Based Assessment of Torso Muscular Endurance for Children 8–12 Years of Age

Cited by 98 publications

References 28 publications

Associations between perceived and actual physical literacy level in Chinese primary school children

Associations between perceived and actual physical literacy level in Chinese primary school children

Canadian Agility and Movement Skill Assessment (CAMSA): Validity, objectivity, and reliability evidence for children 8–12 years of age

The Impact of Growth in Height on the Physical Competencies of Children

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