Taking a Break: The Effects of Partaking in a Two-Week Social Media Digital Detox on Problematic Smartphone and Social Media Use, and Other Health-Related Outcomes among Young Adults.

Despite their increasing popularity, especially among young adults, there is a dearth of research examining the effectiveness of digital detoxes focused on restricting or limiting social media use. As such, the purpose of this exploratory study was to create and carry out a social media digital detox among young adults and evaluate its effectiveness with regards to smartphone and social media addiction, as well as several health-related outcomes. Additionally, the study also sought to obtain an understanding of participants' experiences and perceptions regarding the digital detox via semi-structured exit interviews in order to improve and maximize the effectiveness of future social media digital detox interventions. Thirty-one young adults completed a two-week social media digital detox (preceded by a two-week baseline period and followed up by a two-week follow-up period), whereby their social media use was limited to 30 min per day. A series of one-way repeated measures analyses of variance revealed that a two-week social media detox improved smartphone and social media addiction, as well as sleep, satisfaction with life, stress, perceived wellness, and supportive relationships. Thematic analysis of exit interviews also revealed eight themes: feelings, effort to detox, adjustment period, the Goldilocks effect, screen to screen, post-detox binge, progress not perfection, and words of wisdom, all of which provide contextualization of the quantitative findings and valuable insights for future detoxes. In conclusion, the findings of this exploratory study provide initial support for the use of social media digital detoxes, suggesting that limiting usage can have beneficial effects with regards to smartphone and social media addiction, as well as many other health-related outcomes.

A randomized control trial of a Canadian-based school food program on the home food environment.

Research provides evidence of take-home effects in school-based nutrition interventions, citing children as important influencers of family nutrition, acting as agents of change in the household and potentially influencing family food consumption. Therefore, the purpose of this randomized control trial was to examine whether implementation of a centrally procured school food program would produce changes in children's home food environment, including fruit and/or vegetable availability and parental modelling of fruit and/or vegetable consumption. A secondary objective was to investigate whether children's fruit and/or vegetable intake predicted their parent's fruit and/or vegetable intake. A total of 60 schools participated in the evaluation, including 2443 students (and their parents) in grades 5-8. Findings indicated that the intervention did not produce take-home effects on children's home availability of fruit (p = 0.52) and vegetables (p = 0.67) or parental modelling of fruit (p = 0.26) and vegetable consumption (p = 0.78), which may be related to the fact that only food provisions were given. However, children's fruit and vegetable consumption predicted parents' fruit and vegetable consumption (p < 0.001), thereby indicating that children may possess the capacity to influence home nutrition. Future school-based nutrition interventions are recommended to be multi-component (e.g. experiential learning, parent involvement) and that encourage nutrition leadership opportunities for children in the home context.

Within the family, children are important influencers of nutrition and exert their influence both in household food purchases and mealtime decisions. As such, children may use their influence to produce changes in food consumption for all family members. This study evaluated whether providing students with fruit and vegetables at school as part of a government-funded snack program would produce changes in family and household nutrition. Specifically, this study examined if the availability of fruit and vegetables at home could be increased through children requesting the same food served at school, as well as if parents would model the behaviour of eating more fruit and vegetables in front of their children. Results of this study found that providing children with fruit and vegetables at school did not increase the availability of fruit and vegetables at home or encourage parents to eat more fruit and vegetables in front of their children. However, strengthening the argument that children may influence family nutrition, children's fruit and vegetable intakes were shown to influence parents' intakes. These findings suggest that, instead of only providing fruit and vegetables to children, future nutrition initiatives should include additional components, such as hands-on activities and parental engagement.

Let's Talk About It: A Narrative Review of Digital Approaches for Disseminating and Communicating Health Research and Innovation.

Best health practice and policy are derived from research, yet the adoption of research findings into health practice and policy continues to lag. Efforts to close this knowledge-to-action gap can be addressed through knowledge translation, which is composed of knowledge synthesis, dissemination, exchange, and application. Although all components warrant investigation, improvements in knowledge dissemination are particularly needed. Specifically, as society continues to evolve and technology becomes increasingly present in everyday life, knowing how to share research findings (with the appropriate audience, using tailored messaging, and through the right digital medium) is an important component towards improved health knowledge translation. As such, this article presents a review of digital presentation formats and communication channels that can be leveraged by health researchers, as well as practitioners and policy makers, for knowledge dissemination of health research. In addition, this article highlights a series of additional factors worth consideration, as well as areas for future direction.

Examining Elementary School Children's Knowledge about Food and Nutrition in Southwestern Ontario, Canada.

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children's knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children's reported knowledge.Methods: In 2017-2019, a survey was administered to 2443 students (grades 5-8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children's knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey.Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores.Conclusions: Results provide insight regarding strengths and gaps in elementary-school children's food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada's Food Guide might be better understood by children and adolescents.

Recreational Screen Time Use among a Small Sample of Canadians during the First Six Months of the COVID-19 Pandemic.

(1) Background: The coronavirus (COVID-19) pandemic has caused disruptions in the daily lives of individuals in Canada. Purpose: Examine how total and specific (i.e., watching television, using social media, going on the Internet, playing video games, and engaging in virtual social connection) recreational screen time behaviours changed throughout the first six months of the COVID-19 pandemic, in comparison to pre-pandemic levels; (2) Methods: Sixty four Canadians (mostly Caucasian, female, age range = 21-77 years) completed monthly surveys from April to September of 2020; (3) Results: A one-way repeated measures analysis of variance (RM-ANOVA) and subsequent post hoc analysis revealed that total recreational screen time was statistically higher in late March/April (292.5 min/day ± 143.0) and into May, compared to pre-COVID-19 (187.8 min/day ± 118.3), before declining in subsequent months; (4) Conclusions: Generally, specific recreational screen time behaviours, such as time spent watching television, followed the same trend. Future studies with larger sample sizes and from other countries examining recreational screen time behaviours longitudinally over the pandemic are still needed to allow for greater generalizability.

Children's perceptions of a Centrally Procured School Food Program in southwestern Ontario, Canada. / Perception des enfants à l'égard d'un programme d'alimentation scolaire à approvisionnement centralisé dans le Sud-Ouest de l'Ontario (Canada).

INTRODUCTION: This qualitative study investigates children's perceptions of the influences of a Centrally Procured School Food Program on their dietary behaviours and their recommendations on how to improve the program. METHODS: The observations of 208 students aged 9 to 14 years (Grades 5-8) at 21 elementary schools were collected through focus groups in 2017/18. The larger intervention consisted of a 10-week program offering daily snacks (i.e. fruit, vegetables, whole grains, dairy, meat alternatives) for elementary school children in southwestern Ontario, Canada. RESULTS: The participants' overall impressions of the program were positive. They noted reduced hunger, increased energy and improved nutrition. Many children felt that the program changed their dietary patterns at home as well as at school, particularly in terms of eating more fruit and vegetables. The snack program also enabled children to try healthy foods. CONCLUSION: Most participants considered the program to be beneficial in promoting healthy eating. Participants recommended adding educational activities, expanding the variety of foods and increasing child involvement in selecting and preparing foods.

Stress, physical activity, and screen-related sedentary behaviour within the first month of the COVID-19 pandemic.

This study investigated how stress, physical activity and sedentary behaviours, of a small sample of Canadians, changed within the first month (i.e. March/April) of the COVID-19 pandemic and the reasons/barriers associated with such changes. Individuals who regularly wear activity trackers were recruited via social media. Participants (N = 121) completed fillable calendars (March/April 2020) with their step counts and answered an online survey. Separate paired-sample t-tests, one-way ANOVAs and bivariate chi-squares were conducted, in addition to qualitative analysis. Daily (p <.001) and work (p =.003) stress increased, physical activity (measured by step count) decreased (p =.0014), and screen-related sedentary behaviour increased (p <.001) as a result of COVID-19. A decrease in physical activity, as a result of the pandemic, was also associated with a larger increase in work stress, compared with those who self-reported their physical activity to have been maintained or increased (p =.005). The most common reasons/barriers to changes in physical activity behaviours were access/equipment, time and motivation. Findings provide initial evidence of the impact of the COVID-19 pandemic on the health of some Canadians and highlight the need for continued monitoring of the health of Canadians throughout the pandemic.

Reaction on Social Media to Online News Headlines Following the Release of Canada's Food Guide.

This paper investigated how traditional media headlines framed the release of Canada's Food Guide (CFG) online in 2019 and how audiences reacted to its release on social media. Titles of online news articles, Facebook comments on news stories, and tweets from Twitter were collected using Meltwater and manual data collection. Leximancer software conducted conceptual extraction and relational analyses on written words and visual text. Human coding was completed to contextualize the content, which identified 9 prominent frames (food guide, impact, health, sustainable plant food, who will use?, Canadian culture, food and consumption practices, meat, and dairy). Results suggested that online news headlines highlighted CFG release and alluded to potential impacts. Analysis of Facebook comments revealed that the most commonly discussed frames were health, food and consumption behaviours, sustainable plant food, and meat, while the majority of the tweets were in direct reference to CFG being released, oftentimes with a link to another webpage, and discussed the intersect between health and food and consumption practices. In conclusion, the analysis revealed how frames emerged from social media users that shifted the discussion away from CFG release and impact to the influence of health and food and a plant versus meat debate.

Fruit and Vegetable Lesson Plan Pilot Intervention for Grade 5 Students from Southwestern Ontario.

The purpose was to create and assess the impact of food literacy curriculum alongside a centrally procured school snack program among grade five students in Southwestern Ontario, Canada. Grade five students (N = 287) from five intervention and three controls schools participated in an 8-week food delivery program. In addition to the food delivery program, intervention schools received a resource kit and access to 42 multidisciplinary food literacy lesson plans using the produce delivered as part of the food delivery program. Participants completed matched pre- and post-test online surveys to assess fruit and vegetable intake, knowledge, preferences, and attitudes. Descriptive analyses and changes in scores between the intervention and control schools were assessed using one-way ANOVAs, paired samples t-tests, and McNemar's tests. In total, there were 220 participants that completed both the pre- and post-test surveys. There was a significant improvement in fruit and vegetable intake (p = 0.038), yet no differences in knowledge of the recommended number of food group servings, knowledge of food groups, or fruit and vegetable preferences or attitudes were observed. Integrating nutrition lesson plans within core curricula classes (e.g., math, science, and literacy) can lead to modest increases in fruit and vegetable intake.

#selfharn on Instagram: understanding online communities surrounding non-suicidal self-injury through conversations and common properties among authors.

OBJECTIVES: #selfharm has been blocked by Instagram, but manoeuvring hashtags (e.g. #selfharn) are beginning to appear in order for secret non-suicidal self-injury (NSSI) communities to communicate. The purpose of this study was to (a) determine the nature of the #selfharn conversation on Instagram, (b) analyze common properties of the visual content (i.e. images and videos; n = 93) tagged with #selfharn, and (c) discover what kind of environment the authors (n = 50) of #selfharn were creating. METHODS: A multi-method approach was utilized for this study. Netlytic was used to generate a text and content analysis to examine the authors' captions and comments (n = 8772) associated with #selfharn (collected over a seven-day period). RESULTS: After removing #selfharn from the dataset, the text analysis revealed that #depression (n = 3081) and #suicide (n = 2270) were the most commonly used terms associated with #selfharn. Overall, 52% (n = 4386) of the popular words/phrases related with #selfharn posts were categorized as 'bad feelings'. Through manual coding, it was determined that the majority of #selfharn visual content (n = 92; 99%) did not generate an advisory warning but did contain a wound (n = 70; 75%). The #selfharn author analysis suggests that most were women (n = 18; 36%) with a dark-coloured profile aesthetic (n = 37; 74%) determined by an overwhelming amount of grey, black, blue, red, or purple colours. CONCLUSION: According to the text and content analyses, #selfharn on Instagram may be contributing negatively to an online community of mental-health issues. More resources should be provided by Instagram to those who are involved in the NSSI Instagram community.

#Yoga on Instagram: Understanding the Nature of Yoga in the Online Conversation and Community.

BACKGROUND AND AIM: The purpose of the present study was to investigate #yoga on Instagram to better understand the nature of who is posting about yoga, in addition to whether the traditional teachings are present. METHODS: A multimethod approach was utilized for this study. Using the Netlytic program, a text and content analysis (n = 35,000) was conducted to examine authors' captions/comments associated with #yoga collected over 9 days. An image and caption coding scheme was developed and used to analyze 100 unique authors and images from the larger dataset. RESULTS: The text analysis revealed #fitness was the most cited word (n = 5491), suggesting an emphasis on the physical aspect of yoga. The content analysis suggested that the majority of words were categorized as good feelings (n = 32,747; 51%) and appearance (n = 30,351; 42%), while only a small amount was categorized as traditional teachings (n = 1703; 3%). Images revealed mostly women (n = 89; 89%), who were underweight (n = 68; 68%), in minimal clothing (70%), demonstrating a basic pose (n = 51; 51%), in an indoor environment (n = 57; 57%). CONCLUSION: According to the text, content, and image analyses, #yoga on Instagram seems to emphasize the physical nature of yoga as consistent with the commercialization of yoga and not traditional teachings of the practice.

Physical literacy improves with the Run Jump Throw Wheel program among students in grades 4-6 in southwestern Ontario.

The purpose of this study was to determine whether the introduction of a fundamental movement skills (FMS) program to grade 4-6 physical education (PE) classes could improve students' physical literacy (PL) and influence the amount of effort exerted in PE class. Athletics Canada's grassroots Run Jump Throw Wheel (RJTW) Program was delivered for 10 weeks during PE classes (2 schools: four grade 4, four grade 5, two grade 6, one split grade 5-6 class, and one split grade 6-7 class, totalling 310 students). Participants completed the Canadian Assessment of Physical Literacy (CAPL) and wore heart rate monitors and pre- and postintervention. The CAPL score increased 3.3 (±8.8) points from the pretest to the post-test (t = 6.47, p < 0.001). Improvements were not significantly different by grade or gender, but those in the suburban-area school improved more so than those attending the rural-area school (F[1,294] = 4.82, p < 0.004). Among those participants that increased their PL (n = 186), the CAPL scores increased by 8.6 (±5.9) points versus those that decreased (n = 110; -5.6 ± 4.8 points), F[1,294] = 452.11, p < 0.001. No significant differences in time spent in physical activity were observed between the pre- and post-test (i.e., 17.0 ± 7.0 min and 19.3 ± 7.0 min, respectively, t = 1.70, p = 0.091). The RJTW program increased participants' overall FMS, as well as their knowledge and understanding regarding these FMS, both key components of PL.

Fruit and Vegetable Intake and Preferences Associated with the Northern Fruit and Vegetable Program (2014-2016).

Purpose: To examine overall usual fruit and vegetable (FV) intake and preferences among grade 5-8 students participating in the Northern Fruit and Vegetable Program (NFVP) over 3 years (2014-2016). Methods: In each year, a survey was administered 4 months into the NFVP in Northern Ontario, Canada. Results: A total of 4744 students participated (2014 = 1551; 2015 = 1617; 2016 = 1576). Overall usual FV intake did not change over the 3 years, yet preferences generally increased. FVs offered by the NFVP were rated higher on preference than those not offered (fruit P < 0.001; vegetables P < 0.005). In each year, participants were more likely to consume a higher overall usual fruit intake if they had higher preference for fruit as offered by the NFVP (all P < 0.05) as opposed to not offered by the NFVP (all P > 0.05). For vegetables, participants were more likely to consume higher overall usual vegetables if they had a higher preference for vegetables as offered (all P < 0.05) and not offered by the NFVP (all P < 0.05). Conclusions: This study documented that higher preferences for fruit (as offered) and vegetables (as offered and not offered) were associated with higher overall usual FV intakes within each of the 3 years.

#fitspo on Instagram: A mixed-methods approach using Netlytic and photo analysis, uncovering the online discussion and author/image characteristics.

The #fitspo 'tag' is a recent trend on Instagram, which is used on posts to motivate others towards a healthy lifestyle through exercise/eating habits. This study used a mixed-methods approach consisting of text and network analysis via the Netlytic program ( N = 10,000 #fitspo posts), and content analysis of #fitspo images ( N = 122) was used to examine author and image characteristics. Results suggest that #fitspo posts may motivate through appearance-mediated themes, as the largest content categories (based on the associated text) were 'feeling good' and 'appearance'. Furthermore, #fitspo posts may create peer influence/support as personal (opposed to non-personal) accounts were associated with higher popularity of images (i.e. number of likes/followers). Finally, most images contained posed individuals with some degree of objectification.

#Orthorexia on Instagram: a descriptive study exploring the online conversation and community using the Netlytic software.

Orthorexia nervosa (ON) is a relatively new phenomenon. The purpose of this study was to investigate (1) the #orthorexia conversation on Instagram (using the Netlytic software), and (2) among a random subsample of images (N = 245), analyse the types of images (N = 145) and author biographies (N = 68). Among the 4,533 downloaded records, there were 48,780 unique words associated with the posts, with the most commonly used being love (n = 535) and #edrecovery (n = 425). Among the images, the majority contained food (68%) and people (13%). Among the unique authors, the majority were female (84%) and mentioned ED (eating disorder) recovery and being food/fitness focused. The ON community on Instagram is relatively small and the positive conversation may suggest a supportive community that focuses on recovery and adopting healthier eating behaviours.Level of evidence Level V, descriptive study.

The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines.

BACKGROUND: Physical literacy is an emerging construct in children's health promotion, and may impact their lifelong physical activity habits. However, recent data reveal that only a small portion of Canadian children are regularly physically active and/or meet sedentary behaviour guidelines. To our knowledge, no study has investigated the association between physical literacy and movement behaviour guidelines. Therefore, the purpose of this study was to examine the relationship between physical literacy scores in Canadian children who meet or do not meet physical activity and sedentary behaviour guidelines. METHODS: Children (n = 2956; 56.6% girls) aged 8-12 years from 10 Canadian cities had their physical literacy levels measured using the Canadian Assessment of Physical Literacy, which consists of four domains (Physical Competence; Daily Behaviour; Knowledge and Understanding; and Motivation and Confidence) that are aggregated to provide a composite physical literacy score. Physical activity levels were measured by pedometers, and sedentary behaviour was assessed through self-report questionnaire. Analyses were conducted separately for each guideline, comparing participants meeting versus those not meeting the guidelines. Comparisons were performed using MANOVA and logistic regression to control for age, gender, and seasonality. RESULTS: Participants meeting physical activity guidelines or sedentary behaviour guidelines had higher physical literacy domain scores for Physical Competence and for Motivation and Confidence compared to those not meeting either guideline (both p < 0.0001). Participants had increased odds of meeting physical activity guidelines and sedentary behaviour guidelines if they met the minimum recommended level of the Physical Competence and Motivation and Confidence domains. Significant age (OR 0.9; 95% CI: 0.8, 0.9), gender (OR 0.4; 95% CI: 0.3, 0.5) and seasonality effects (OR 1.6; 95% CI: 1.2, 2.2 spring and OR 1.7; 95% CI: 1.2, 2.5 summer, reference winter) were seen for physical activity guidelines, and age (OR 0.8; 95% CI: 0.7, 0.8) and gender effects (OR 1.7; 95% CI: 1.4, 2.0) for sedentary behaviour guidelines. Knowledge and Understanding of physical activity principles was not related to guideline adherence in either model. CONCLUSIONS: These cross-sectional findings demonstrate important associations between physical literacy and guideline adherence for physical activity and sedentary behaviour. Future research should explore the causality of these associations.

Revising the motivation and confidence domain of the Canadian assessment of physical literacy.

BACKGROUND: The Motivation and Confidence domain questionnaire in the Canadian Assessment of Physical Literacy (CAPL) was lengthy (36 single items that aggregate to five subscales), and thus burdensome to both participants and practitioners. The purpose of this study was to use factor analysis to refine the Motivation and Confidence domain to be used in the CAPL-Second Edition (CAPL-2). METHODS: Children, primarily recruited through free-of-charge summer day camps (n = 205, Mage = 9.50 years, SD = 1.14, 50.7% girls), completed the CAPL-2 protocol, and two survey versions of the Motivation and Confidence questionnaire. Survey 1 contained the Motivation and Confidence questionnaire items from the original CAPL, whereas Survey 2 contained a battery of items informed by self-determination theory to assess motivation and confidence. First, factor analyses were performed on individual questionnaires to examine validity evidence (i.e., internal structure) and score reliability (i.e., coefficient H and omega total). Second, factor analyses were performed on different combinations of questionnaires to establish the least burdensome yet well-fitted and theoretically aligned model. RESULTS: The assessment of adequacy and predilection, based on 16 single items as originally conceptualized within the CAPL, was not a good fit to the data. Therefore, a revised and shorter version of these scales was proposed, based on exploratory factor analysis. The self-determination theory items provided a good fit to the data; however, identified, introjected, and external regulation had low score reliability. Overall, a model comprising three single items for each of the following subscales was proposed for use within the CAPL-2: adequacy, predilection, intrinsic motivation, and perceived competence satisfaction. This revised domain fit well within the overall CAPL-2 model specifying a higher-order physical literacy factor (MLRχ2(63) = 81.45, p = 0.06, CFI = 0.908, RMSEA = 0.038, 90% CI (0.00, 0.060)). CONCLUSIONS: The revised and much shorter questionnaire of 12 items that aggregate to four subscales within the domain of Motivation and Confidence is recommended for use in the CAPL-2. The revised domain is aligned with the definition of motivation and confidence within physical literacy and has clearer instructions for completion.

Physical Literacy Knowledge Questionnaire: feasibility, validity, and reliability for Canadian children aged 8 to 12 years.

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.

A cross-sectional study exploring the relationship between age, gender, and physical measures with adequacy in and predilection for physical activity.

BACKGROUND: Physical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors. Researchers are interested in relationships among these constituent factors. The purpose of this study was to investigate how age, gender, and physical competence components of physical literacy relate to a child's adequacy in and predilection for physical activity. METHODS: A sample of 8530 Canadian youth (50% girl) aged 8.0 to 12.9 years participated in the study. Participants completed the Canadian Assessment of Physical Literacy (CAPL) protocol, which assesses physical literacy in four domains: Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding. Stepwise multiple regression analyses were conducted to investigate the relationship between physical competence components of physical literacy (Progressive Aerobic Cardiovascular Endurance Run [PACER], Canadian Agility and Movement Skill Assessment [CAMSA], sit and reach, handgrip, plank, and body mass index) and children's perceived adequacy and predilection toward physical activity as measured by subscales from the Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity scale (CSAPPA). RESULTS: The variable most strongly associated with adequacy and predilection was the PACER shuttle run score. The PACER accounted for 10.9% of the variance in adequacy and 9.9% of the variance in predilection. Participants' age was inversely related to adequacy (ß = - 0.374) and predilection (ß = - 0.621). The combination of other variables related to adequacy brought the total variance explained to 14.7%, while the model for predilection explained a total of 13.7%. CONCLUSIONS: Results indicate an association between cardiorespiratory fitness and measures of physical activity adequacy and predilection. These findings suggest that practitioners should consider the physiological and psychological makeup of the child, and ways to enhance adequacy and predilection among children with limited cardiorespiratory fitness, in order to create the best possible environment for all children to participate in physical activity.

Canadian Assessment of Physical Literacy Second Edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age.

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.