ABSTRACT
Assessment tools with sound conceptual frameworks demonstrate high construct validity (Burton and Miller, 1998). For the development of the CAPL we are using The International Classification of Functioning, Disability and Health model (ICF) which is the World Health OrganizationÕs assessment framework for health and functioning (WHO, 2001). This model is a valuable tool in research and assessment because it encompasses multiple domains; it considers functional status or health status to be the result of the interaction of the body and its structures, activity abilities, and participation level mediated by personal and environmental factors (WHO, 2001). Generally, the ICF provides a framework or structure for assessment research. We believe this is the most appropriate model from which to frame our work for two reasons, 1) it is a model of health assessment, and 2) it is a multi-dimensional model that accommodates the reciprocal relationships between
body structures and functions, activity and participation, whiling considering personal and environmental factors, all of which are consistent with the concept of physical literacy. The final version of the CAPL will strive to be inclusive, adaptable, individualized, safe, complementary, comprehensive and provider friendly. 44.3 CAPL TEST ITEMS 44.3.1 Motor skills The motor skills module assesses study participants’ performance in both static and dynamic motor skills that are explicitly identified in the Ontario physical education curriculum for grades 4 through 6. Participants demonstrate their proficiency with the following motor skills: throwing, catching, striking (t-ball), kicking (soccer), dribbling, one-leg static balance, and running. Additionally, participants perform jumping, dodging, kicking, hopping, catching, and throwing skills while running through an obstacle course that is timed to allow for a more dynamic and open assessment of fundamental motor skills. 44.3.2 Physical activity behaviour The CAPL uses pedometers to objectively measure physical activity behaviour. Participants are asked to wear the pedometer on their right hip for seven consecutive days and complete a daily log sheet identifying when the pedometer was put on in the morning, when it was taken off at night, as well as if and why it was removed at any point during the day. 44.3.3 Physical fitness The fitness module assesses study participants’ performance on seven physical and health-related fitness tests. Test items measure cardio-respiratory fitness, muscular strength and endurance, and flexibility. The tasks include: partial curl-ups, pushups, grip strength, sit and reach, trunk lift, arm flexibility, and the PACER test. 44.3.4 Awareness, knowledge and understanding The knowledge, awareness and understanding module of the CAPL is the area that requires the most pilot work. Therefore, several iterations of the questionnaire are planned. Question types include fill in the blank, multiple choice, and free response. Answers generated from pilot testing provided much insight into the student’s views and opinions about physical activity and health and a second version of the questionnaire is now being tested.
