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Thus, the CAPL enhances our ability to monitor physical literacy during childhood by enabling simultaneous monitoring of engagement in physical activity, motivation and confidence, physical competence, and knowledge and understanding.
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Through curricula review and extensive consultations with researchers and practitioners in childhood physical activity and physical education, desired assessment protocols for monitoring physical literacy in children were identified [ 2, 14].
The goal was to provide a valid, reliable and informative tool for monitoring the physical literacy of Canadian children.
Based on a recent special issue of the journal of the International Council on Sport Science and Physical Education of UNESCO, the CAPL is unique [ 16] in its ability to monitor the broad spectrum of characteristics that influence physical literacy.
A valid, reliable and informative tool that could be used to monitor the four domains within the concept of physical literacy [ 15] may offer a more comprehensive approach to understanding the factors that influence a physically active lifestyle.
Monitoring of these measures enhances our understanding of children's physical literacy, and assists with the identification of areas where additional supports are required.
As the concept of physical literacy has gained momentum, so too has the need to be able to monitor it.
A brief section on student attitudes, their relation to motor skill learning and to physical literacy is included.
Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education.
Physical education teachers and the decisions they make contribute to students' learning and whether the goal of physical literacy is met.
Further research is needed to clarify the influence of students' health-related fitness knowledge on reflection, understanding, physical activity behaviour, and overall physical literacy levels.
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