In response to the need for objective data on physical literacy, the Canadian Assessment of Physical Literacy [
16] (CAPL) was developed. The goal was to provide a valid, reliable and informative tool for monitoring the physical literacy of Canadian children. In keeping with the internationally accepted definition of physical literacy [
3], the CAPL was designed to combine assessments of motivation and confidence, physical competence (health-related fitness and motor skill), knowledge and understanding, and habitual engagement in physical activity (physical activity and sedentary behaviors). 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]. Existing measures of motivation and confidence, fitness and physical activity were combined with novel assessments of motor skill proficiency [
17] and knowledge and understanding. Feasibility of the CAPL components was evaluated through an iterative design and development process. Feasibility was examined in relation to children’s ability to perform the required tasks, as well as administration time and required personnel. In response, the curl-up and push up protocols of musculoskeletal fitness initially recommended were replaced by a static plank hold [
18] and the agility and movement skill assessment was revised to fit into a smaller space [
17]. Finally, a 3-round Delphi expert review process was completed to establish the validity of the final CAPL model and assessment protocols [
19], and to guide development of the CAPL scoring and interpretation procedures. With funding from the RBC Learn to Play Project (
http://www.rbc.com/community-sustainability/community/learn-to-play/about-the-rbc-learn-to-play-project.html), Mitacs (
www.mitacs.ca), and the Public Health Agency of Canada, the CAPL is currently being used to assess 20,000 children in 12 Canadian provinces and territories. Preliminary data from this national survey have recently been published in the 2015 ParticipACTION Report Card on Physical Activity for Children and Youth [
20], with completion of the assessments anticipated by 2017. Although developed for Canadian children, international use of the CAPL is also rapidly expanding [
21,
22]. After being introduced at the 25
th Pediatric Work Physiology meeting in France [
23], international invited presentations about the CAPL have been given in Oceania (29
th Australian Council for Health, Physical Education, Recreation International Conference, Adelaide, April 2015), Asia (Southwest University, Chong Qing; Xigang School District, Da Lian; Fujian Normal University, Fuzhou; Shanghai Sports University, Shanghai, China, March 2015) and Europe (University of Jyvaskyla, Jyvaskyla, Finland, November 2012). 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.
The primary purpose of this paper was to describe the validity evidence for the CAPL in children in grades 4 to 6, who were 8 to 12 years of age. Secondary aims were to document the CAPL assessment, scoring and score interpretation procedures.