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Table 3 Classification of children into CAPL categories for the total sample (n = 4189) and proportionally by teacher training level

From: Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

Variable Beginning Progressing Achieving Excelling
  Total % Spec. % Gen. % Total % Spec. % Gen. % Total % Spec. % Gen. % Total % Spec. % Gen. %
Overall CAPL score 16.4 15.6 17.8 50.0 51.4 51.8 18.4 18.5 18.1 13.7 14.4 12.3
Daily Behaviour 16.0 15.4 17.2 59.1 59.4 58.5 14.0 14.1 13.9 10.8 11.1 10.4
Physical Competence 15.1 14.6 15.9 51.0 50.7 51.4 17.7 18.0 17.2 16.2 16.6 15.5
 BMI z score 14.3 14.4 16.9 1.1 1.3 0.6 21.6 22.2 20.4 62.1 62.2 62.0
 Waist circumference 19.2 18.7 20.3 19.2 19.5 18.7 52.0 51.2 53.5 9.6 10.7 7.5
 Handgrip 14.0 14.0 14.2 41.5 41.1 42.3 21.7 22.1 20.8 22.8 22.8 22.7
 Sit and reach 17.7 18.2 16.6 46.8 45.4 49.4 20.5 20.3 20.9 15.1 16.1 13.0
 Plank 12.3 12.0 13.0 57.1 58.1 55.1 16.5 16.8 16.0 14.1 13.2 16.0
 PACER 14.4 12.3 18.6 51.7 54.2 47.0 17.5 17.9 16.7 16.2 15.5 17.6
 CAMSA 14.0 12.2 17.3 54.1 53.1 56.0 16.8 17.2 15.8 15.2 17.5 10.9
Motivation and Confidence 16.1 15.9 16.3 49.3 48.2 51.5 18.8 18.9 18.6 15.8 16.9 13.7
Knowledge and Understanding 15.8 15.7 16.0 47.4 47.4 47.3 19.0 19.6 17.8 17.8 17.3 18.8
  1. Notes: Spec. specialist (n = 2761); Gen. generalist (n = 1428)
  2. Children meet recommended levels for a measure if they meet the criteria for either “Achieving” or “Excelling” interpretation categories of the CAPL. Within each category, the values for specialist and generalist reflect the proportion of children in that category taught by teachers with each level of training
  3. BMI body mass index, CAMSA Canadian Agility and Movement Skill Assessment, CAPL Canadian Assessment of Physical Literacy, PACER Progressive Aerobic Cardiovascular Endurance Run