Abstract More physical activity (PA) and less screen time (ST) are positively associated with mental health in adolescents; however, research is limited by short-term designs and the exclusion of ST ...when examining PA. We examined: (a) changes in PA, ST, symptoms of depression, and symptoms of anxiety over four assessments spanning 11 years, and (b) bidirectional relationships between initial PA, ST, and symptoms of depression and anxiety as predictors of change in each other during adolescence. Between 2006 and 2010, participants from Ottawa Canada (Time1; N = 1160, Mean age = 13.54 years) completed questionnaires at four points covering the ages from 10 to 21 years. Latent growth modeling was used. PA decreased over time whereas ST and symptoms of depression and anxiety increased over time. Controlling for sex, ethnicity, school location, zBMI, birth year, and parents' education, initially higher anxiety was associated with initially higher ST (covariance = .88, p < .05) and initially lower PA (covariance = − 6.84, p = .07) independent of initial symptoms of depression. Higher initial depression was associated with higher initial ST (covariance = 2.55, p < .05). Increases in anxiety were associated with increases in ST (covariance = .07, p = .06) and increases in depression (covariance = .41, p < .05). Examining bidirectional relationships, higher initial symptoms of depression predicted greater decreases in PA (b = −.28, p < .05). No other significant findings between initial PA, ST, anxiety, or depression were found as predictors of change in each other. Interventions targeting depression around age 13 may be useful to prevent further declines in PA. Similarly, interventions to reduce ST may be beneficial for concurrent reductions in symptoms of depression and anxiety, irrespective of PA.
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).
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.
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 ).
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.
The Canadian Assessment of Physical Literacy (CAPL) is a 25-indicator assessment tool comprising four domains of physical literacy: (1) Physical Competence, (2) Daily Behaviour, (3) Motivation and ...Confidence, and (4) Knowledge and Understanding. The purpose of this study was to re-examine the factor structure of CAPL scores and the relative weight of each domain for an overall physical literacy factor. Our goal was to maximize content representation, and reduce construct irrelevant variance and participant burden, to inform the development of CAPL-2 (a revised, shorter, and theoretically stronger version of CAPL).
Canadian children (n = 10,034; M
= 10.6, SD = 1.2; 50.1% girls) completed CAPL testing at one time point. Confirmatory factor analysis was used.
Based on weak factor loadings (λs < 0.32) and conceptual alignment, we removed body mass index, waist circumference, sit-and-reach flexibility, and grip strength as indicators of Physical Competence. Based on the factor loading (λ < 0.35) and conceptual alignment, we removed screen time as an indicator of Daily Behaviour. To reduce redundancy, we removed children's activity compared to other children as an indicator of Motivation and Confidence. Based on low factor loadings (λs < 0.35) and conceptual alignment, we removed knowledge of screen time guidelines, what it means to be healthy, how to improve fitness, activity preferences, and physical activity safety gear indicators from the Knowledge and Understanding domain. The final refined CAPL model was comprised of 14 indicators, and the four-factor correlated model fit the data well (r ranged from 0.08 to 0.76), albeit with an unexpected cross-loading from Daily Behaviour to knowledge of physical activity guidelines (mean- and variance-adjusted weighted least square WLSMV χ
= 1221.29, p < 0.001, Comparative Fit Index CFI = 0.947, root mean square error of approximation RMSEA = 0.0410.039, 0.043). Finally, our higher-order model with Physical Literacy as a factor with indicators of Physical Competence (λ = 0.68), Daily Behaviour (λ = 0.91), Motivation and Confidence (λ = 0.80), and Knowledge and Understanding (λ = 0.21) fit the data well.
The scores from the revised and much shorter 14-indicator model of CAPL can be used to assess the four correlated domains of physical literacy and/or a higher-order aggregate physical literacy factor. The results of this investigation will inform the development of CAPL-2.
Canada was the first to adopt comprehensive 24-h movement guidelines that include recommendations for physical activity, screen time and sleep to promote health benefits. No studies have investigated ...the concurrent development of these behaviours in youth. The objectives were to assess adherence to the Canadian 24-h movement guidelines for children and youth and estimate co-development of self-reported moderate-to-vigorous intensity physical activity (MVPA), screen time and sleep during 8-years from childhood to adolescence.
Nine hundred and twenty three participants of the MATCH study self-reported their MVPA, screen time and sleep duration at least twice over 8 years. MVPA and screen time were measured three times per year (24 cycles), and sleep was measured once per year (8 cycles). Guideline adherence was dichotomised as meeting each specific health behaviour recommendation or not. Multi-group trajectory modeling was used to identify unique trajectories of behavioural co-development. Analyses were stratified by sex.
Between 10 and 39% of youth did not meet any recommendation at the various cycles of data collection. More than half of youth met only one or two recommendation, and roughly 5% of participants met all three recommendations at one or more study cycle throughout the 8 years of follow-up. Four different trajectories of behavioural co-development were identified for boys and for girls. For boys and girls, a complier (good adherence to the guideline recommendations; 12% boys and 9% girls), a decliner (decreasing adherence to the guideline recommendations; 23% boys and 18% girls) and a non-complier group (low adherence to the guideline recommendations; 42% boys and 42% girls) were identified. In boys, a MVPA-complier group (high MVPA-low screen time; 23%) was identified, whereas in girls a screen-complier group (moderate screen time-low MVPA; 30%) was identified.
There is a need to recognise that variations from general trends of decreasing MVPA, increasing screen time and decreasing sleep exist. Specifically, we found that although it is uncommon for youth to adhere to the Canadian 24-h movement guidelines, some youth displayed a high likelihood of attaining one or multiple of the behavioural recommendations. Further, patterns of adherence to the guidelines can differ across different sub-groups of youth.
This systematic review examined the associations between sleep and brain functions and structures in children and adolescents aged 1–17 ys. Included studies (n = 24) were peer-reviewed and met the a ...priori determined population (apparently healthy children and adolescents aged 1 y to 17 ys), intervention/exposure/comparator (various sleep characteristics including duration, architecture, quality, timing), and outcome criteria (brain functions and/or brain structures, excluding cognitive function outcomes). Collectively, the reviewed studies report some relationships between inadequate sleep and resultant differences in brain functions or structures. Although the research presented supports and offers more insight into the importance of sleep for the developing brain of children and adolescents, no firm conclusions that apply broadly may be drawn from these results, particularly because of the diversity of the sleep variables and outcomes. However, it is clear that sleeping habits in the pediatric population should be prioritized. Health care providers should continue to recommend healthy sleep practices and adequate time for sleep, as they are essential for overall health, including brain health.
Well-being declines during the first year of university. We examined if change in self-compassion was indirectly related to change in well-being through change in psychological need satisfaction ...during the first year of university.
First year university students (N=189, 77.2% female) completed self-report questionnaires at the beginning of the first semester and approximately five months later. Path analysis and bootstrapping procedures were used to examine residualized change scores.
Change in self-compassion was positively related to (ps<0.05) change in psychological need satisfaction (β=0.49) and negatively related to change in negative affect (β=−0.24). Change in psychological need satisfaction was positively associated (ps<0.05) with change in vitality (β=0.58) and change in positive affect (β=0.52) and negatively associated with change in negative affect (β=−0.29). Change in self-compassion was indirectly related to change in vitality (b=0.56, 95% bootstrapped bias corrected confidence interval (BcCI)0.38, 0.77), positive affect (b=0.41, 95%BcCI 0.27, 0.58), and negative affect (b=−0.26, 95%BcCI−0.41, −0.13) through change in psychological need satisfaction.
During the first year of university, change in self-compassion was associated with change in well-being because self-compassion enhanced psychological need satisfaction. Results highlight the potential of enhancing self-compassion during first year university to help mitigate student declines in well-being.
•First year university students were examined at two time points.•Change in self-compassion positively related to change in well-being•Change in psychological need satisfaction mediated the relationship.
This investigation examined how Goal Contents Theory, Organismic Integration Theory, and Basic Psychological Needs Theory collectively explain well-being and behavioral outcomes related to physical ...activity over 6 months. Specifically we examined a model whereby changes in relative intrinsic goal contents → changes in motivation → changes in psychological need satisfaction → well-being and physical activity.
Participants were 203 adults from the general population (68.00% female; Mage = 32.57 years, SD = 15.73). Two identical questionnaire packages containing assessments of goal contents, motivational regulations, basic psychological need satisfaction, indicators of well-being and physical activity behavior, separated by six months were given to participants. Residualized change scores were analyzed with path analysis.
Results supported the hypothesized sequence of SDT. Changes in psychological need satisfaction mediated the relationship between changes in autonomous motivation and well-being. A more complex pattern of results emerged for the indirect effects of motivation and psychological need satisfaction between relative intrinsic goals → well-being. Changes in competence satisfaction mediated the relationship between autonomous motivation and physical activity behavior. Moreover, changes in autonomous motivation through competence satisfaction mediated the relationship between relative intrinsic goals and physical activity.
Findings support a model based on 3 mini-theories of SDT and suggest that psychological need fulfillment during physical activity could be a key mechanism that facilitates increased well-being and behavior. Findings also highlight the importance of examining competence, autonomy, and relatedness independently (rather than as a composite).
•Results supported a sequence of SDT based on 3 mini-theories over 6 months.•Sequence of goals → motivation → needs → well-being and physical activity supported.•Indirect effects through psychological need satisfaction were found.•Results show the importance of examining each psychological need independently.
Objective: (a) Examine longitudinal measurement invariance of scores from psychological need satisfaction (PNS) scales, and (b) examine if changes in PNS were associated with change in ...moderate-to-vigorous physical activity (MVPA). Method: Adolescents (N = 842, Mage = 10.8, SD = .6) enrolled in the Monitoring Activities of Teenagers to Comprehend their Habits (MATCH) study completed measures of PNS and MVPA every 4 months over a 3-year period (2011-14) for a total of 9 times. Results: PNS scores demonstrated strong longitudinal measurement invariance (i.e., invariant factor loadings and intercepts). Latent growth curve modeling indicated that a factor representing perceptions of all 3 PNS variables was positively associated with MVPA at Time 1 (β = .562, p < .05), and that increases in the common PNS factor were associated with increases in MVPA (β = .545, p < .05) with a large effect size (Rinitial MVPA2 = .316; Rchange in MVPA2 = .301). In an alternative model, MVPA at Time 1 was associated with perceived common PNS at Time 1 (β = .602, p < .001), and increases in MVPA were associated with increases in common PNS (β = .667, p < .001) with a large effect size (Rinitial PNS2 = .363 of the Rchange in PNS2 = .426). Conclusions: Longitudinal measurement invariance was supported, and therefore PNS scores could be used to study change over time. Further, 2 equally well fitting models were found suggesting that change in PNS can be both an antecedent and an outcome of MVPA. As such, both PNS and MVPA could be targeted in interventions aimed at increasing need satisfaction or MVPA.
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Childhood and adolescence are crucial periods for brain development, and the behaviours during a typical 24 h period contribute to cognitive performance. The Canadian 24-Hour Movement Guidelines for ...Children and Youth recommend at least 60 min physical activity per day, 2 h or less recreational screen time per day, and 9-11 h sleep per night in children aged 8-11 years. We investigated the relationship between adherence to these recommendations and global cognition.
In this cross-sectional observational study, we obtained data from the first annual curated release of the Adolescent Brain Cognitive Development study, a 10-year longitudinal, observational study. Data were collected from 21 study sites across the USA between Sept 1, 2016, and Sept 15, 2017. The participants were 4524 US children aged 8-11 years from 20 study sites. Exposures of interest were adherence to the physical activity, recreational screen time, and sleep duration guideline recommendations. The primary outcome was global cognition, assessed with the NIH Toolbox (National Institutes of Health, Bethesda, MD, USA), which we analysed with multivariable linear mixed-effects models to examine the relations with movement behaviour variables.
Complete movement behaviour data were available for 4520 participants. The mean number of guideline recommendations met was 1·1 (SD 0·9). Overall, 2303 (51%) participants met the sleep recommendation, 1655 (37%) met screen time, and 793 (18%) met the physical activity recommendation. 3190 (71%) participants met at least one recommendation, whereas 216 (5%) of participants met all three recommendations. Global cognition was positively associated with each additional recommendation met (β=1·44, 95% CI 0·82-2·07, p<0·0001). Compared with meeting none of the recommendations, associations with superior global cognition were found in participants who met all three recommendations (β=3·89, 95% CI 1·43 to 6·34, p=0·0019), the screen time recommendation only (β=4·25, 2·50-6·01, p<0·0001), and both the screen time and the sleep recommendations (β=5·15, 3·56-6·74, p<0·0001).
Meeting the 24 h movement recommendations was associated with superior global cognition. These findings highlight the importance of limiting recreational screen time and encouraging healthy sleep to improve cognition in children.
National Institutes of Health.
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).
Children, primarily recruited through free-of-charge summer day camps (n = 205, M
= 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.
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 (MLRχ
= 81.45, p = 0.06, CFI = 0.908, RMSEA = 0.038, 90% CI (0.00, 0.060)).
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.
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