Influence of the relative age effect on children's scores obtained from the Canadian assessment of physical literacy

Assessing physical literacy and establishing normative reference curves for 8-12-year-old children from South Punjab, Pakistan: The PAK-IPPL cross-sectional study

BACKGROUND

Physical literacy (PL) encompasses an individual's motivation, confidence, physical competence, and knowledge, all of which foster lifelong engagement in physical activities. In developing countries like Pakistan, there is a pressing need to assess PL status using culturally valid tools. This study aims to evaluate PL among children aged 8-12 in South Punjab, Pakistan while developing normative reference curves and exploring factors influencing PL.

METHODS

A cross-sectional study was conducted with 1,360 students (mean age = 10.00, SD = 1.41 years) from 85 schools, using a culturally adapted and validated version of the CAPL-2 tool. The CAPL-2 scoring system was validated to align with the population and cultural context. Statistical analyses, including t-tests, Chi-squared tests, Pearson's correlation, multivariate logistic regression, and Classification and regression tree methods, were performed to identify factors associated with PL classifications, with significance set at p < 0.05. The Generalized Additive Models for Location, Scale, and Shape were used to create age- and sex-specific PL normative reference curves.

RESULT

The study revealed significant influences of gender, socioeconomic status (SES), and locality on PL. Boys consistently scored higher in PL across all domains compared to girls, with significant differences (p < 0.001) in all but the knowledge and understanding domain (p = 0.160). Boys' PL scores were 6% higher overall, with a 7% and 5% advantage in the daily behavior and physical competence domains, respectively. Children from low SES and rural settings exhibited significantly higher PL scores than their middle/high SES and urban counterparts (p < 0.001). Walking to school was positively correlated with higher PL scores, while children traveling by car had the lowest scores (p < 0.001). Anthropometric differences between genders were noted, further emphasizing the disparities in physical competence. Most participants (71.6%) fell into the "Beginning" or "Progressing" PL categories, with females predominantly in these lower stages.

CONCLUSION

This study reveals that gender, SES, and locality significantly impact PL among children in South Punjab, Pakistan. Boys, lower SES groups, and rural children showed higher PL scores, with everyday activities like walking to school positively contributing to PL development. These findings emphasize the need for targeted, demographically sensitive interventions to enhance PL in the region.

Relative Age Effect (RAE) According to Norm Values on Anthropometric Performance and Physical Fitness in 9-11-Year-Old Children

OBJECTIVES

The main purpose of this study is to identify the relative effect of age (RAE) according to norm values on the anthropometric performance and physical fitness of children between the ages of 9 and 11 years. The data, namely the percentiles of anthropometric parameters and physical fitness, are relevant for identifying the RAE in relation to gender and the month of birth in children.

METHODS

For the sample in this study, 1185 young people from Kosovo were enrolled, including 626 males and 559 females aged 9-11 years. The gathered data were assessed via the EUROFIT methodology, which takes into account comparisons based on the quartile of birth and the relative age effect (RAE).

RESULTS

The results of the data show us that there are significant differences in the RAE among children born in Q2 at the age of 9 years, especially in boys, as well as significant differences in the height variable at the <0.005 significance level. Others factors did not show significant differences, for example, variables that are indicators of physical fitness. For both boys and girls born in Q1, significant differences were mainly found in the indicators of explosive strength, flexibility, static strength, speed, and agility, with a level of significance of p < 0.001, while other indicators did not show significant differences. In addition, there was a significant difference the ratio between genders at the p < 0.001 and p < 0.005 levels, mainly among those born in Q1 and Q2. Similarly, at 10 years of age, children who were born earlier in the year had better scores, although the large disparities were more noticeable between quartiles than between genders, where the significant differences were mainly in the indicators of explosive strength, speed, and strength at the p < 0.001 level, as well as static strength, agility, and speed at the p < 0.005 level. Significant differences were also found for the indicators in terms of gender. At the age of 11, significant percentiles were mainly found in the quartiles at the beginning of the year for both boys and girls, and significant differences were also found at the p < 0.001 level for RAE between quartiles and gender.

CONCLUSIONS

By using these data, it will be possible to highlight how males, who have demonstrated notable advantages in anthropometric and physical fitness measures, as well as those born in the first few months of the year, exhibit a relative age effect (RAE) in accordance with gender norm values.

Associations between Agility, the Relative Age Effect, Siblings, and Digit Ratio (D2:D4) in Children and Adolescents

BACKGROUND

This study aims to analyze the influence of relative age effects, siblings, and digit ratio on the agility of children and adolescents.

METHODS

The study included 283 children (9.54 ± 1.36 years) and 296 adolescents (14.68 ± 1.36 years) from four different schools. The analyzed variables included anthropometric data, the presence of siblings, relative age effect, and results from the 10 × 5 m shuttle run test.

RESULTS

The findings indicated no significant association between agility and either the 2D:4D ratio or the relative age effect in both children and adolescents (p > 0.05). Additionally, having siblings did not have a notable impact on agility. Multiple regression analysis confirmed that relative age did not influence this lack of association (quarter of birth: p = 0.345, β = 0.039; siblings: p = 0.100, β = -0.069). However, boys showed higher performance than girls in the 10 × 5 m shuttle run test, and higher body mass index was related to lower agility.

CONCLUSIONS

These findings contribute to existing knowledge on the relative effects of age and provide valuable information for physical education teachers on the influence of the 2D:4D ratio and the presence of siblings on the physical fitness of children and adolescents.

Relación entre práctica de actividad física en el tiempo libre y rendimiento académico en alumnos/as de 5° de Primaria a 4° de ESO

Los objetivos del presente estudio fueron establecer la relación de la práctica de ejercicio físico en el tiempo libre con la práctica de los padres, el rendimiento académico, la importancia que le dan a la asignatura de educación física (EF) y la influencia que consideran que tiene sobre su rendimiento académico; así como sobre la percepción que tienen de la importancia que le dan sus padres a la EF. Para ello, un total de 867 niños y niñas de 5° de Primaria a 4° de la ESO (edad: 12.99 ± 1.90 años) autocumplimentaron un cuestionario previamente validado. El análisis estadístico mostró diferencias significativas al relacionar práctica deportiva de los alumnos con la práctica de sus padres y madres ( p < 0.001), así como un mayor rendimiento académico entre los practicantes ( p entre 0.008 y <0.001). En general los alumnos le dieron la misma importancia a la EF que al resto de asignaturas, si bien los practicantes tenían una mejor percepción de la importancia de la EF ( p = 0.002). En conclusión, hay una relación entre la práctica de ejercicio físico y el rendimiento académico, con la práctica de los padres y con la importancia que le dan ellos a la asignatura de EF, pero no con la que perciben que le dan sus padres.

Characterizing Middle School Students' Physical Literacy Development: A Self-Determination Theory-Based Pilot Intervention in Physical Education

Purpose: Positive youth development (PYD) can be achieved through effective and purposeful instructions in physical education (PE) and other relevant experiences both in and beyond schools. Students' PYD is associated with their physical literacy (PL) development, which has become a primary emphasis of PE, especially in the United States, in recent years. This study aimed to (a) characterize middle school students' physical literacy (PL) and (b) capture their PL developing trajectories in light of receiving a self-determination theory (SDT)-based pedagogical workshop, with the long-term vision on PYD.

Methods: Participants (N = 226) completed the Canadian Assessment of Physical Literacy (CAPL-2) in physical education (PE). A subsample (n = 49) received four workshop sessions over 8 weeks; and completed the CAPL-2 and participated in focus group interviews before and after the workshop.

Results: Both boys and girls' CAPL-2 scores were in the “progressing” stage. Significant differences in PL and PL domains were observed by gender, grade, socioeconomic status (SES), body mass index (BMI), and race/ethnicity. The low PL group showed improvements in PL and PL domains. Interview data delineated positive PL developing trajectories for physical activity (PA) type, frequency, and intensity; perceived motives; and participation barriers.

Conclusion: PL is a dynamic state that can be improved through purposeful PE. Future work should examine the effect (and implementation) of opportunities in (e.g., PE) and beyond schools (e.g., youth sports programs) to ultimately advance PYD.

Relative Age Effect in Physical Fitness of South Portugal Students between 10 and 18 Years Old

Relative age is a phenomenon broadly studied in sport sciences. Youth sports participants born earlier in the selection year tend to present a maturational advantage over their peers. As it is also dependent on physical performance, older physical education students may also benefit from this effect in this school subject. The main goal of this manuscript was to determine whether the relative age effect is present within physical fitness outcomes of Portuguese children and adolescents. The physical-aerobic fitness, strength, flexibility and body composition of 885 students (490 females and 395 males) were collected and compared by quarters of birth, segmented by gender and age groups (10-12; 12-14; 14-16 and 16-18 years). The results reveal a moderate to small effect in physical fitness outcomes, with a trend for children and adolescents born in the early part of the year to present higher performance levels. These differences were more evident in ages closer to the physical maturational onset (12-14 y) and more apparent in male students. This physical fitness advantage may lead to a biased assessment and development of students born earlier in the year.

Relative Age Effect on Motor Competence in Children Aged 4-5 Years

The purpose of this study was to evaluate whether a Relative Age Effect (RAE) exists in motor competence of preschool children. The hypothesis was that motor competence, assessed by the Movement Assessment Battery for Children-2 (MABC-2), would be higher in preschool children born in the first quarter of the year compared to those who were born in the last quarter of the same year. A total of 360 preschool children were evaluated of whom 208 (57.8%) were boys and 152 (42.8%) were girls, with a mean age of 4.52 years old (± 0.50). The distribution of the participants was 172 children aged 4 years old and 188 aged 5 years old. The data showed a main effect on the age factor in the total score of aiming and catching (p < 0.001) and in the total test score (p < 0.001), in the quarter of birth factor in all the dimensions studied (i.e., total score of manual dexterity (p < 0.001); total score of aiming and catching (p = 0.001); total score of balance (p < 0.001); total test score (p < 0.001)) and in the interaction between both factors (i.e., total score of manual dexterity (p = 0.005); total score of aiming and catching (p = 0.002); total score of balance (p < 0.001); total test score (p < 0.001)). Age and quarter of birth produce a RAE in 4 and 5-year-old preschool children’s motor competence.

The relative age effect on physical fitness in preschool children

The aim of the present study was to investigate the existence of a relative age effect (RAE) on physical fitness of preschoolers. Anthropometry and physical fitness were assessed in 3147 children (3-5 years old) using the PREFIT battery. Based on the birth year, participants were divided into 3year groups (3-, 4- and 5-years). Within each year group, 4quarter groups were created: quarter 1, preschoolers born from January to March; quarter 2, from April to June; quarter 3, from July to September; quarter 4, from October to December. The MANCOVA analysis revealed a main effect of year group (Wilks' λ = 0.383; F_10,5996 = 369.64; p < 0.001, η_p ² = 0.381) and of quarter (Wilks' λ = 0.874; F_15,8276.6 = 27.67; p < 0.001; η_p ² = 0.044) over the whole battery of tests. To the best of our knowledge, this is the first study to report the existence of RAE at the preschool stage. In general, performance improved as the relative age increased (i.e., those born in quarter 1 performed better than those in the other quarters). Individualization strategies should be addressed within the same academic year not only in elementary or secondary years but also in preschoolers.

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

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, η²_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.

Physical literacy levels of Canadian children aged 8-12 years: descriptive and normative results from the RBC Learn to Play-CAPL project

BACKGROUND

The current physical literacy level of Canadian children is unknown. The Royal Bank of Canada (RBC) Learn to Play - Canadian Assessment of Physical Literacy (CAPL) project, which is anchored in the Canadian consensus statement definition of physical literacy, aimed to help establish the current physical literacy level of Canadian children.

METHODS

The CAPL was used to assess the physical literacy (and component domains: Daily Behaviour, Physical Competence, Knowledge and Understanding, and Motivation and Confidence) of Canadian children aged 8-12 years. Data were collected from 11 sites across Canada, yielding a sample of 10,034 participants (5030 girls). Descriptive statistics by age and gender were calculated and percentile distributions of physical literacy scores, including each domain and individual measure, were derived.

RESULTS

The mean age of participants was 10.1 ± 1.2 years. Total physical literacy scores (out of 100) were on average 63.1 ± 13.0 for boys and 62.2 ± 11.3 for girls. For boys and girls respectively, domain scores were 19.9 ± 4.7 and 19.3 ± 4.1 (out of 32) for Physical Competence; 18.6 ± 7.9 and 18.5 ± 7.4 (out of 32) for Daily Behaviour; 12.7 ± 2.8 and 12.2 ± 2.6 (out of 18) for Motivation and Confidence; and 11.8 ± 2.8 and 12.2 ± 2.6 (out of 18) for Knowledge and Understanding. Physical Competence measures were on average 28.1 ± 8.4 cm (sit-and-reach flexibility), 33.5 ± 9.4 kg (grip strength, right + left), 23.4 ± 14.1 laps (Progressive Aerobic Cardiovascular Endurance Run [PACER] shuttle run), 61.8 ± 43.8 s (isometric plank), 19.0 ± 3.8 kg/m2 (body mass index), 67.3 ± 10.8 cm (waist circumference), and 20.6 ± 3.9 out of 28 points for the Canadian Agility and Movement Skill Assessment (CAMSA), with scores for boys higher than girls and older children higher than younger children for grip strength, PACER, plank, and CAMSA score. Girls and younger children had better scores on the sit-and-reach flexibility than boys and older children. Daily pedometer step counts were higher in boys than girls (12,355 ± 4252 vs. 10,779 ± 3624), and decreased with age.

CONCLUSIONS

These results provide the largest and most comprehensive assessment of physical literacy of Canadian children to date, providing a "state of the nation" baseline, and can be used to monitor changes and inform intervention strategies going forward.