Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments

Robinson, Daniel B.; Randall, Lynn

doi:10.1080/1091367x.2016.1249793

Cited by 76 publications

(94 citation statements)

References 13 publications

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“…Other evidence has also proved that perceived PL is positively associated with adolescents' physical activity levels, especially within recreational physical activity [20]. According to Whitehead, the philosophical foundations of the concept of PL concerning monism and embodiment support the belief that the body and mind are one and cannot be separated [4,21]. PL refers to the interconnected and inseparable nature of all the capabilities, that is, thoughts, feelings, and movements are intricately correlated [21].…”

Section: Discussionmentioning

confidence: 99%

“…According to Whitehead, the philosophical foundations of the concept of PL concerning monism and embodiment support the belief that the body and mind are one and cannot be separated [4,21]. PL refers to the interconnected and inseparable nature of all the capabilities, that is, thoughts, feelings, and movements are intricately correlated [21]. This partly explains that the PL perceptions of an individual's psychological domain have unified inseparably with the actual PL level, or their actual physical activity patterns [20].…”

Section: Discussionmentioning

confidence: 99%

“…In Hong Kong, this age group of children are primary school aged children. Current assessment methods of PL have been intended mainly for use in the school environment [21]. In sport and education systems, children are mostly grouped by age as an administrative strategy for comparing age-adjusted competition and learning opportunities [22,23].…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

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Sit

et al. 2020

BMC Public Health

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“…Physical literacy, as it is most widely conceptualized, is the "motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life" (Edwards et al 2017, p. 113). The many parts of this multi-dimensional physical literacy construct are oftentimes framed as affective (motivation and confidence), physical (physical competence), cognitive (knowledge and understanding), and behavioral (lifetime engagement) (see Robinson and Randall 2017;Robinson et al 2018). Given the earlier mentioned initial impetus of this community-based action research project (i.e., to address the underrepresentation of Syrian youth refugees in community sport and recreation pursuits), a consideration of the Syrian Youth Sports Club experience upon participants' lifecourse physical literacy journeys is both logical and warranted.…”

Section: Becoming (Physically Literate)mentioning

confidence: 99%

The Syrian Canadian Sports Club: A Community-Based Participatory Action Research Project with/for Syrian Youth Refugees

Robinson

Currie

et al. 2019

Social Sciences

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In this paper, we share the rationale, process, and results related to a community-based participatory action research (PAR) project in which we, among other things, aimed to attend to the underrepresentation of newcomer youth in community sport and recreation pursuits. By way of engaging with one rural county's Syrian youth refugee population while also attending closely to a social ecological framework, we first identified obstacles and opportunities related to multiple systems (i.e., individual, social/interpersonal, organizational/community, public policy). Drawing upon multiple data sources (i.e., photos and photovoice, participants' drawings and notes, participant-researchers' field notes, and focus group interviews) to inform our subsequent plan-act-observe-reflect action research cycles, we and our Syrian youth participants co-created and implemented the Syrian Youth Sports Club. In addition to describing the rationale and process related to this Syrian Youth Sports Club, we focus herein upon the results, which primarily relate to participants' experiences becoming (physically literate) and belonging.

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“…Whilst many existing land-based movement skill assessments measure physical competence (Giblin et al, 2014;Robinson & Randall, 2017), the majority involve the performance of discrete skills in isolation (e.g., the Test of Gross Motor Development (TGMD-2/3) (Ulrich, 2000), the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) (Bruininks & Bruininks, 2005), the Movement Assessment Battery for Children-2 (MABC-2) (Henderson et al, 2007) 2014)). This static testing environment limits transferability and applicability to multiskill and sport environments and does not assess combined and complex movement skills (Giblin et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Health, Fitness, Lifestyle and Physical Competency of School Children in Wales

Tyler¹

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Promoting physical activity, fitness and physical competence are effective preventative measures for a variety of health risks and non-communicable diseases. Identifying overall levels, trends and inequalities among children and young people is imperative to inform and deliver effective programmes and initiatives aimed at increasing physical activity, health-related fitness and physical competence levels. The current challenge is to identify the interrelationships between these factors and to develop new insight into their assessment and integration into physical activity frameworks and models. Therefore, the overarching aim of the thesis was to investigate the health, fitness, lifestyle and physical competency of school children.Study 1 consolidated and translated surveillance data related to physical activity among children and young people in Wales in order to assign grades to physical activity/ inactivity behaviours and influences indicators. Studies 2 and 3 highlighted the secular changes and the socio-economic and sex differences, respectively, in selected healthrelated fitness measures. Taken together, Studies 1, 2 and 3 showed that physical activity behaviours and influences and overall health-related fitness levels were low, and inequalities existed across socio-economic status and sex. Given the importance of physical competence in children and young people, Study 4 summarised the development of a novel, dynamic measure of physical competence (Dragon Challenge) that incorporates fundamental, combined and complex movement skills. Study 4 revealed that the Dragon Challenge was a valid and reliable tool in 10-14 year old children, and Study 5 resulted in the first reported model that quantified the direct and indirect relationships between ecological factors on physical competence.Overall this thesis advocates for a balance of physical activity (quantity and exposure) and fitness and physical competency (quality and outcome) in children and young people and can be used to inform the content and delivery of health education interventions and programmes.i Scientific Outputs

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Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments

Cited by 76 publications

References 13 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

The Syrian Canadian Sports Club: A Community-Based Participatory Action Research Project with/for Syrian Youth Refugees

Health, Fitness, Lifestyle and Physical Competency of School Children in Wales

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