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Table 4 Logistic regressions examining teacher training and children’s gender and age influences on whether children meet or do not meet recommended physical literacy levels for CAPL domain scores

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

  Classification accuracy R2 B SE Z ratio p OR (95% CI)
CAPL total score model
 Intercept 67.9% 0.001 −0.66 0.32 4.11 0.042 0.518
 Teacher    −0.12 0.07 2.90 0.089 0.88(0.76–1.02)
 Child gender    0.06 0.07 0.76 0.384 1.06(0.93–1.20)
 Child age    −0.01 0.03 0.06 0.805 0.99(0.94–1.05)
Daily Behaviour model
 Intercept 75.1% 0.005 0.02 0.35 0.00 0.949 1.02
 Teacher    −0.11 0.08 2.06 0.151 0.89(0.76–1.04)
 Child gender    −0.15 0.07 4.49 0.034 0.86(0.75–0.99)
 Child age    −0.09 0.03 9.18 0.00 0.91
Physical Competence model
 Intercept 66% 0.002 −0.95 0.32 8.75 0.003 0.39
 Teacher    −0.06 0.07 0.66 0.415 0.94(0.82–1.09)
 Child gender    −0.11 0.06 3.04 0.081 0.89(0.78–1.01)
 Child age    0.03 0.03 1.35 0.246 1.03(0.98–1.09)
Knowledge & Understanding model
 Intercept 63.2% 0.008 −2.06 0.32 41.72 0.00 0.13
 Teacher    0.09 0.07 1.49 0.221 1.09(0.95–1.25)
 Child gender    0.03 0.06 0.29 0.589 1.03(0.91–1.17)
 Child age    0.14 0.03 22.99 0.00 1.15(1.08–1.21)
Motivation & Confidence model
 Intercept 65.4% 0.003 −0.25 0.32 0.60 0.438 0.78
 Teacher    −0.19 0.07 6.80 0.009 0.83(0.71–0.95)
 Child gender    0.07 0.06 1.06 0.304 1.07(0.94–1.21)
 Child age    −0.03 0.32 0.60 0.438 0.78(0.91–1.02)
  1. Note. For all models, the reference categories for teacher and gender were generalist and boys, respectively. Values for variables that are significant contributors to the model are bolded
  2. CAPL: Model Χ2(3) = 3.67, p < 0.05. Daily Behaviour: Model Χ2(3) = 14.15, p < 0.05. Physical Competence: Model Χ2(3) = 5.92, p > 0.05. Knowledge and Understanding: Model Χ2(3) = 23.64, p < 0.05. Motivation and Confidence: Model Χ2(3) = 7.95, p < 0.05
  3. CAPL Canadian Assessment of Physical Literacy