The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

Saunders, Travis J.; MacDonald, Dany J.; Copeland, Jennifer L.; Longmuir, Patricia E.; Barnes, Joel D.; Belanger, Kevin; Bruner, Brenda; Gregg, Melanie J.; Hall, Nathan; Kolen, Angela M.; Law, Barbi; Martin, Luc J.; Sheehan, Dwayne; Stone, Michelle R.; Woodruff, Sarah J.; Tremblay, Mark S.

doi:10.1186/s12889-018-5892-9

Table 8 Correlates of non-screen sedentary behaviour (n=8307)

From: The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

Variable	All participants			Boys (n=4143)			Girls (n=4164)
Variable	Unstandardized 尾 (95% CI)	Standardized 尾	p value	Unstandardized 尾 (95% CI)	Standardized 尾	p value	Unstandardized 尾 (95% CI)	Standardized 尾	p value
Minimally adjusted models
鈥僀APL domain scores
鈥冣€僒otal Physical Literacy	-0.004 (-0.007; -0.002)	-0.038	0.001	-0.007 (-0.010; -0.003)	-0.060	<0.001	-0.002 (-0.005; 0.002)	-0.013	0.406
鈥冣€僈nowledge and Understanding score	0.035 (0.024; 0.045)	0.074	<0.001	0.023 (0.008; 0.038)	0.050	0.002	0.049 (0.034; 0.064)	0.101	<0.001
鈥冣€僊otivation and Confidence score	-0.037 (-0.047; -0.027)	-0.078	<0.001	-0.038 (-0.052; -0.024)	-0.082	<0.001	-0.035 (-0.050; -0.021)	-0.072	<0.001
鈥冣€働hysical Competence score	-0.015 (-0.021; -0.008)	-0.050	<0.001	-0.020 (-0.029; -0.011)	-0.071	<0.001	-0.008 (-0.018; 0.002)	-0.026	0.100
鈥僆ndividual CAPL components
鈥冣€傾ge (years)	0.131 (0.108; 0.154)	0.120	<0.001	0.096 (0.063; 0.129)	0.088	<0.001	0.166 (0.133; 0.198)	0.153	<0.001
鈥冣€僄ender (boy=1, girl=2)	0.103 (0.049; 0.158)	0.040	<0.001	-	-	-	-	-	-
鈥冣€僀APL site	0.00001 (-0.00001; 0.00003)	0.007	0.512	0.00002 (-0.00002; 0.00005)	0.15	0.320	-0.000002 (-0.00003; 0.00003)	-0.002	0.906
鈥冣赌侨别补蝉辞苍	-0.027 (-0.053; -0.002)	-0.023	0.036	-0.026 (-0.062; 0.011)	-0.022	0.165	-0.030 (-0.065; 0.006)	-0.025	0.099
鈥冣赌傿惭滨 z-score	0.011 (-0.010; 0.033)	0.011	0.297	0.026 (-0.003; 0.055)	0.027	0.082	-0.005 (-0.037; 0.027)	-0.005	0.759
鈥冣€僕aist circumference (cm)	0.003 (0.0002; 0.006)	0.025	0.030	0.004 (0.004; 0.008)	0.035	0.032	0.002 (-0.002; 0.006)	0.015	0.332
鈥冣€僊ost time children should spend in front of a screen (hours/day)	0.003 (0.002; 0.004)	0.114	<0.001	0.002 (0.002; 0.003)	0.105	<0.001	0.004 (0.003; 0.005)	0.126	<0.001
鈥冣€僃requency of PA (days/week)	0.024 (0.001; 0.010)	0.036	0.001	0.024 (0.004; 0.043)	0.036	0.020	0.026 (0.013; 0.005)	0.038	0.013
鈥冣€僉n plank	-0.040 (-0.089; 0.010)	-0.017	0.117	-0.056 (-0.125; 0.013)	-0.025	0.114	-0.019 (-0.090; 0.051)	-0.008	0.594
鈥冣€僑it and reach (cm)	0.0001 (-0.003; 0.004)	0.001	0.952	-0.001 (-0.007; 0.004)	-0.007	0.636	0.001 (-0.004; 0.005)	0.004	0.794
鈥冣€僄rip strength (kg)	-0.002 (-0.006; 0.001)	-0.018	0.140	-0.004 (-0.009; 0.0003)	-0.032	0.070	-0.001 (-0.005; 0.004)	-0.004	0.807
鈥冣€僀AMSA score	-0.020 (-0.028; -0.013)	-0.061	<0.001	-0.031 (-0.041; -0.020)	-0.092	<0.001	-0.010 (-0.021; 0.001)	-0.030	0.070
鈥冣€働ACER (laps completed)	-0.004 (-0.006; -0.002)	-0.044	<0.001	-0.004 (-0.007; -0.002)	-0.054	0.001	-0.003 (-0.006; 0.0002)	-0.029	0.063
Fully adjusted models
鈥僀APL domain scores
鈥冣€僈nowledge and Understanding score	0.046 (0.035; 0.057)	0.098	<0.001	0.035 (0.020; 0.049)	0.076	<0.001	0.059 (0.044; 0.075)	0.122	<0.001
鈥冣€僊otivation and Confidence score	-0.040 (-0.051; -0.029)	-0.083	<0.001	-0.035 (-0.050; -0.020)	-0.075	<0.001	-0.043 (-0.059; -0.028)	-0.088	<0.001
鈥冣€働hysical Competence score	-0.011 (-0.018; 0.004)	-0.036	0.003	-0.015 (-0.024; -0.006)	-0.054	0.002	-0.006 (-0.016; 0.005)	-0.017	0.299
鈥僆ndividual CAPL components
鈥冣€傾ge (years)	0.130 (0.103; 0.157)	0.119	<0.001	0.104 (0.066; 0.142)	0.095	<0.001	0.153 (0.116; 0.190)	0.142	<0.001
鈥冣€僄ender (boy=1, girl=2)	0.133 (0.077; 0.189)	0.052	<0.001	-	-	-	-	-	-
鈥冣赌侨别补蝉辞苍	-0.027 (-0.053; -0.002)	-0.023	0.034	-0.022 (-0.059; 0.014)	-0.019	0.226	-0.035 (-0.071; -0.00001)	-0.030	0.049
鈥冣€僕aist circumference (cm)	0.001 (-0.001; 0.004)	0.011	0.346	0.002 (-0.002; 0.006)	0.015	0.400	0.001 (-0.003; 0.005)	0.010	0.544
鈥冣€僊ost time children should spend in front of a screen (hours/day)	0.003 (0.002; 0.004)	0.112	<0.001	0.002 (0.002; 0.003)	0.097	<0.001	0.004 (0.003; 0.005)	0.128	<0.001
鈥冣€僃requency of PA (days/week)	0.039 (0.025; 0.054)	0.058	<0.001	0.042 (0.022; 0.063)	0.064	<0.001	0.037 (0.016; 0.058)	0.053	0.001
鈥冣€僀AMSA score	-0.015 (-0.023; -0.006)	-0.045	0.001	-0.026 (-0.038; -0.013)	-0.076	<0.001	-0.006 (-0.018; 0.006)	-0.017	0.331
鈥冣€働ACER (laps completed)	-0.002 (-0.004; 0.001)	-0.020	0.125	-0.001 (-0.004; 0.002)	-0.015	0.439	-0.002 (-0.006; 0.002)	-0.019	0.294

Minimally adjusted models adjusted for age and gender. Standardized 尾 for age and gender in minimally adjusted models ranged from 0.098 to 0.141 and 0.029 to 0.047, respectively. Fully adjusted models included all variables significant (p<0.10) in minimally adjusted models (as well as age and gender in the model of CAPL domains). Separate fully adjusted models were run for CAPL domains and individual CAPL components. Bolded variables were significant <0.10 in minimally adjusted models, and <0.05 in fully adjusted models. The fully adjusted models of CAPL domain scores and CAPL components both accounted for 3% of the total variance in non-screen sedentary behaviour in the full sample
BMI body mass index, CAMSA Canadian Agility and Movement Skill Assessment, CAPL Canadian Assessment of Physical Literacy, CI confidence interval, Ln natural log transformation, PA physical activity, PACER Progressive Aerobic Cardiovascular Endurance Run

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Table 8 Correlates of non-screen sedentary behaviour (n=8307)

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