Author(s): KNISEL, E., BREMER, M., NALECZ, H., LAUDANSKA-KRZEMINSKA, I., Institution: OTTO-VON-GUERICKE UNIVERSITY OF MAGDEBURG, Country: GERMANY, Abstract-ID: 1022

Introduction
Physical literacy is important to understanding and promoting childrens participation in physical activity. Based on the concept of physical literacy by Whitehead (2019) the Canadian Assessment of Physical Literacy, second edition (CAPL-2; Longmuir et al., 2018) for children 8-12 years old consists of two questionnaires to assess Knowledge and Understanding and Motivation and Confidence domains. The Daily Behaviour domain is assessed from one item of self-reported moderate-to-vigorous physical activity (MVPA) and step counts for one week. To measure the Physical Competence domain three physical tests are applied. An aim of our validation studies of the questionnaires of CAPL-2 in Poland and Germany was to analyse the relationship of self-reported MVPA and Motivation and Confidence and Knowledge and Understanding, respectively, and the total score.
Method
The total sample size of our validation studies was N=802 with n=470 Polish students (216 boys, 254 girls; mean age=11.10) and n=332 German students (160 boys, 172 girls; mean age=11.05). Correlation analysis of Pearsons r (Polish sample) and Spearmans rho (German sample) were performed. The correlation coefficients results were interpreted as less than 0.1 – negligible; 0,1 to 0.39 – weak, 0,4 to 0,69 – moderate, 0.7 to 0.89 – strong, 0.9 to 1 – very strong (Schober et al., 2018).
Results
Motivation and Confidence domain is weakly to moderately correlated with the subjective measured MVPA among German (r=0.31; p<0.01) and Polish (r=0.44; p<0.01) sample, respectively. In Poland the correlation of Knowledge and Understanding domain and MVPA is weak (r=0.16; p<0.01), in Germany no significant correlation (r=0.07) was found. In both countries the correlation of the total score and the MVPA is significant and weak in Germany (r=0.30) and moderate in Poland (r=0.43).
Discussion
Our results demonstrate that students with higher level of Motivation and Confidence reported to be more physically active. However, no such relationships were found with Knowledge and Understanding domain. Furthermore, we observed a relationship between physical literacy and physical activity. Future research in the area of physical literacy should examine to what extent the relationship of better knowledge of physical activity and higher level of motivation influence daily physical activity in the long run.
References
Longmuir, P.E., Gunnel, K.E., Barnes, J.D., Belanger, K., Leduc, G., Woodruff, S.I. et al. (2018). Canadian Assessment of Physical Literacy second edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age. BMC Public Health, 18, 1-12. doi: 10.1186/s12889-018-5902-y
Schober P., Boer C., Schwarte, LA. (2018). Correlation coefficients: appropriate use and interpretation. Anesth Analg, 126(5), 1763-1768. doi: 10.1213/ANE.0000000000002864.
Whitehead, M. (2019). Physical literacy across the world. London: Routledge.