2009 Report Card Overview

Report Card Settings and Indicators: How do the pieces of the puzzle fit together?

Those familiar with previous Report Cards will notice a re-organization of the topics covered in the 2009 version. In an attempt to clarify the relationships among the many influences and outcomes of physical activity, we have developed the above diagram. The first thing to take note of is the primary outcome: the physical activity levels of Canadian children and youth. The main source of information to assess physical activity levels comes from a Canadian Fitness and Lifestyle Research Institute (CFLRI) study that collects pedometer data and provides us with average number of steps taken per day and the proportion of children and youth meeting Canadian physical activity guidelines. It is important to remember that specific behaviours undertaken throughout the day have the ability to either increase or decrease the overall steps taken. Participation in organized sport and physical activity programs, active play and active transportation are all factors that contribute to the overall level. By contrast, screen time is generally a negative contributor to daily physical activity levels. The challenge with interpreting screen time is the emergence of active video gaming and its potential to shift the playing of video games, which historically has been exclusively sedentary, toward an activity that may potentially contribute to physical activity levels moving in a positive direction. This issue is discussed in more depth in the Screen Time section. All of these factors, including the physical activity levels, are graded in this year’s Report Card.

We are also particularly interested in exploring how well various sources of influence relate to facilitating, promoting and encouraging physical activity. These influences include: school, family, peers, community and the built environment, and policy. Each source of influence is partitioned into key indicators that are graded. Indicators within each of these influences were chosen based on their potential to draw attention to key issues, and are a reflection of what data are currently available to report on in Canada. The individual characteristics (listed in the left column in diagram above) are explored as sources of variation and disparity of physical activity within each area of influence.

The greatest change from previous Report Cards is that we are no longer grading the broad outcomes of physical activity, that is: healthy body weight, chronic disease prevention, mental health and academic achievement. The reason for this change is to direct more focus toward what the Report Card is really about – physical activity. Rather than grading the outcomes associated with physical activity, we are using them this year to provide a frame of reference for why we should care about physical activity in children and youth. That being said, we draw your attention to the fact that the arrow between physical activity and the outcomes goes both ways. This “chicken and egg” concept in reference to physical activity and distal outcomes is important to note and understand. In some instances, children are inactive and thus develop poor outcomes. Conversely, children may start off with a health condition that prevents or inhibits their participation in physical activity. Physical inactivity both exacerbates and results from the outcomes.

Another change from previous years is that this year we have not included an overall grade for the Report Card. The inclusion of an overall grade in the past has led to confusion in how the information was interpreted. Therefore, the overall or main focus this year is reflected in the physical activity levels grade, as this is the key focus of the Report Card each year.