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Xie ZW, Wang LJ, Chen H, Liang G, Yang XL. Accelerometer-measured sedentary volume and bouts during the segmented school day among Chinese school students. J Exerc Sci Fit 2024; 22:145-151. [PMID: 38435333 PMCID: PMC10907796 DOI: 10.1016/j.jesf.2024.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 01/30/2024] [Accepted: 02/19/2024] [Indexed: 03/05/2024] Open
Abstract
Background This study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. Methods A total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1-4 min, 5-9 min and ≥10 min) during all segments. Results The participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1-4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1-4 min than boys and primary students during PE classes. Conclusion Regular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions.
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Affiliation(s)
- Zhen-wen Xie
- Shanghai University of Sport, School of Physical Education, 200 Hengren Street, Yangpu District, Shanghai, CN 200438, China
| | - Li-juan Wang
- Shanghai University of Sport, School of Physical Education, 200 Hengren Street, Yangpu District, Shanghai, CN 200438, China
| | - Huan Chen
- Shanghai University of Sport, School of Physical Education, 200 Hengren Street, Yangpu District, Shanghai, CN 200438, China
| | - Guo Liang
- Shanghai University of Sport, School of Physical Education, 200 Hengren Street, Yangpu District, Shanghai, CN 200438, China
| | - Xing-long Yang
- Shanghai University of Sport, School of Physical Education, 200 Hengren Street, Yangpu District, Shanghai, CN 200438, China
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Ronca F, Burgess PW, Savage P, Senaratne N, Watson E, Loosemore M. Decreasing Sedentary Time during Lessons Reduces Obesity in Primary School Children: The Active Movement Study. Obes Facts 2024; 17:243-254. [PMID: 38316112 PMCID: PMC11149966 DOI: 10.1159/000536665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 02/01/2024] [Indexed: 02/07/2024] Open
Abstract
INTRODUCTION School-based exercise interventions targeted at reducing obesity are often successful in the short term, but they are resource-heavy and do not always lead to long-lasting behaviour changes. This study investigated the effect of reducing sedentary time, rather than increasing exercise, on physical activity (PA) behaviours and obesity in primary school children. METHODS Thirty UK state primary schools participated in this cluster-controlled intervention study (IDACI score = 0.15 ± 0.07, free school meals = 26 ± 9%). Twenty-six intervention and 4 control schools (intervention = 3,529, control = 308 children) completed the Physical Activity Questionnaire for Children (PAQ-C) in terms 1 and 3. Three intervention and 3 control schools (intervention = 219, control = 152 children) also measured waist-to-height ratio (WTHR). The Active Movement Intervention is a school-based programme which integrates non-sedentary behaviours such as standing and walking in the classroom. Data were analysed via ANCOVAs and multiple linear regressions. RESULTS WTHR was reduced by 8% in the intervention group only (F(2, 285) = 11.387, p < 0.001), and sport participation increased by 10% in the intervention group only (F(1, 232) = 6.982, p = 0.008). Other PAQ-C measures increased significantly in the intervention group, but there was no group*time interaction. Changes in PAQ-C did not predict reductions in WTHR. Instead, the amount of change in WTHR was predicted by intervention group and by baseline WTHR of the pupil, where children with higher baseline WTHR showed greater reductions (F(2, 365) = 77.21, p < 0.001, R2 = 0.30). Socio-economic status (SES), age, or gender did not mediate any of the changes in the PAQ-C or WTHR. CONCLUSION Reducing sedentary behaviours during school time can be an effective obesity reduction strategy for primary school children who are overweight. The lack of demographic effects suggests that this method can be effective regardless of the school's SES, pupil age, or gender.
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Affiliation(s)
- Flaminia Ronca
- Faculty of Medical Sciences, Institute of Sport Exercise and Health, University College London, London, UK
| | - Paul W Burgess
- Faculty of Brain Sciences, Institute of Cognitive Neuroscience, University College London, London, UK
| | | | - Nipuna Senaratne
- Faculty of Medical Sciences, Institute of Sport Exercise and Health, University College London, London, UK
| | - Evelyn Watson
- Faculty of Medical Sciences, Institute of Sport Exercise and Health, University College London, London, UK,
- Faculty of Brain Sciences, Institute of Cognitive Neuroscience, University College London, London, UK,
| | - Mike Loosemore
- Faculty of Medical Sciences, Institute of Sport Exercise and Health, University College London, London, UK
- Active Movement, Wokingham, UK
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Wong LS, Reilly JJ, McCrorie P, Harrington DM. Physical Activity Levels During School Recess in a Nationally Representative Sample of 10- to 11-Year-Olds. Pediatr Exerc Sci 2024; 36:37-43. [PMID: 37487584 DOI: 10.1123/pes.2022-0144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 05/09/2023] [Accepted: 05/11/2023] [Indexed: 07/26/2023]
Abstract
PURPOSE School recess provides a valuable opportunity for children's daily moderate- to vigorous-intensity physical activity (MVPA). This study aimed to quantify MVPA during school recess in a representative sample of Scottish children and examine whether recess MVPA varied by gender, socioeconomic status, season, urban/rural residency, and recess length. METHOD Five-day accelerometry MVPA data were analyzed from 773 children (53.9% girls, 46.1% boys, 10- to 11-y-olds) from 471 schools. Binary logistic regression explored associations between meeting/not meeting the recommendation to spend 40% of recess time in MVPA and the aforementioned risk factors. Descriptive recess data were also analyzed. RESULTS Participants spent an average of 3.2 minutes (SD 2.1) in MVPA during recess. Girls engaged in 2.5 minutes (SD 1.7) of MVPA compared with 4.0 minutes (SD 2.2) for boys. Only 6% of children met the recess MVPA recommendation. The odds of girls (odds ratio 0.09; 95% confidence interval, 0.04-0.25) meeting the recommendation was lower (P < .001) compared with boys. No statistically significant differences were observed in meeting the recommendation for the other risk factors. CONCLUSION Levels of MVPA during school recess are very low in Scottish children, and interventions aimed at increasing MVPA during recess are needed.
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Affiliation(s)
- Lan Sum Wong
- Physical Activity for Health Group, School of Psychological Sciences and Health, University of Strathclyde, Glasgow,United Kingdom
| | - John J Reilly
- Physical Activity for Health Group, School of Psychological Sciences and Health, University of Strathclyde, Glasgow,United Kingdom
| | - Paul McCrorie
- MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow,United Kingdom
| | - Deirdre M Harrington
- Physical Activity for Health Group, School of Psychological Sciences and Health, University of Strathclyde, Glasgow,United Kingdom
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Polo-Recuero B, Ordóñez-Dios A, Rojo-Tirado MÁ, Lorenzo A. Do You Want to Increase Physical Activity in Adolescents? A School-Based Physical Activity Program Could Be an Efficient Way. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1641. [PMID: 37892304 PMCID: PMC10605276 DOI: 10.3390/children10101641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 09/22/2023] [Accepted: 09/26/2023] [Indexed: 10/29/2023]
Abstract
The aim of this study was to assess the effects of a classroom-based physical activity program, using bike desks, on academic and physical performance in adolescents. The Program to Enhance and Develop Active Lessons (PEDAL) was designed for this purpose, expecting an increase in students' physical activity without any decrease in academic performance. This intervention based on pedal or bike desks-stationary bikes that integrate with a desk workspace-was conducted with 55 high- school students who were randomly assigned to two groups: a PEDAL group (n = 28, 14.86 ± 0.65 years old, 46.4% girls) and a control group (n = 27, 15 ± 0.68 years old, 51.9% girls). Throughout the intervention, the PEDAL students pedaled 4 days a week for 10 weeks during their Spanish-language arts lessons. The comparisons between the PEDAL group and the control group, as well as the pre- and post-test results, were statistically analyzed to verify the students' physical activity (i.e., IPAQ-SF, heart rate monitors, polar OH1+), cardiorespiratory capacity (20 m shuttle run test), and academic performance (d2 test of attention and language proficiency test). Regarding the physical aspect, only the PEDAL group showed significant growth in their physical activity levels as compared to the pre-test data (p = 0.001), and they achieved higher results compared with the control group (p = 0.022) and less sedentary time than control students (p = 0.012). Concerning cardiorespiratory fitness, there were no post-test differences between the two groups (p = 0.697), probably because the physical activity performed with the bike desks was light-moderate. As far as academic performance is concerned, no significant post-test effects were discovered in either group on the levels of language competence (p = 0.48), attention (TOT, p = 0.432), and concentration (CON, p = 0.216). In conclusion, adolescents who move while learning, using bike desks, increase their light and moderate physical activity without any detriment to academic performance.
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Affiliation(s)
- Beatriz Polo-Recuero
- Department of Sports, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
- Faculty of Health Sciences, Universidad Rey Juan Carlos, 28933 Madrid, Spain
| | - Alfonso Ordóñez-Dios
- Department of Physical Education, Sport and Human Motor Skills, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain;
| | - Miguel Ángel Rojo-Tirado
- LFE Research Group, Department of Health and Human Performance, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
| | - Alberto Lorenzo
- Department of Sports, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
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Moderate-to-vigorous intensity physical activity during school hours in a representative sample of 10-11-year-olds in Scotland. J Sci Med Sport 2023; 26:120-124. [PMID: 36369110 DOI: 10.1016/j.jsams.2022.10.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Revised: 08/04/2022] [Accepted: 10/28/2022] [Indexed: 11/09/2022]
Abstract
OBJECTIVES Growing concern about children and adolescent physical inactivity has made the promotion of physical activity a public health priority. International recommendations suggest children should accumulate at least 30 min of moderate-to-vigorous physical activity (MVPA) during school hours. This study assessed levels of objectively-measured MVPA in a large nationally representative sample of Scottish children aged 10-11. Risk factors for not meeting the school-hours MVPA recommendation were examined. DESIGN Cross-sectional. METHODS Mean time spent in MVPA during school hours across five weekdays was measured using Actigraph accelerometry (May 2015-May 2016). Binary logistic regression, presented as odds ratio (O.R.) and confidence intervals (C.I.), explored associations between meeting/not meeting the recommendation by sex, socioeconomic status (SES), season, and urban/rural residence in 2022. RESULTS Valid data were obtained from 773 children (53.9% girls, 46.1% boys) from 471 schools. Mean daily school-hours MVPA was 29 (SD 11) minutes; 42.7% of children reached the recommendation. The odds of girls (O.R. 0.43; C.I. 0.32, 0.57) meeting the recommendation was significantly lower (p < 0.001) compared to boys. Children living in rural areas had higher odds (O.R. 1.49; C.I. 1.04, 2.15) of meeting the recommendation compared with those in urban areas (p = 0.032). No significant differences in meeting the recommendation by SES (p = 0.700). The overall trend for season was significant (p < 0.001), with lower odds of meeting the recommendation in winter compared to summer. CONCLUSIONS Most Scottish children aged 10-11 did not meet the 30 minute MVPA recommendation. Interventions to increase MVPA during school hours are essential to promote public health.
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Button BLG, Martin G. Exploring Extreme Weather and Recess Policies, Practices, and Procedures in the Canadian Context. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:814. [PMID: 36613136 PMCID: PMC9819831 DOI: 10.3390/ijerph20010814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 12/15/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
The purpose of this study was to explore the different policies, practices, and procedures that are used on weather and recess in the Canadian context. Fifty school websites were examined, and ten key informants were interviewed. Policies, practices, and procedures from school websites were downloaded, and interviews were transcribed verbatim and analyzed using a qualitative content analysis. Fourteen schools had an outwardly facing policy, practice, or procedure for weather and recess. Cold temperatures were the most often cited reason for modifying recess to be indoors, with temperatures ranging from -20 to -40 for complete indoor recess. Precipitation was only found in four online documents but was mentioned as a reason to modify recess by all key informants. Additionally, key informants discussed variability in how recess policies, practices, and procedures were followed. The findings of this study illustrate inconsistencies in both formal and informal school weather and recess policies. With outdoor recess providing numerous opportunities to improve various domains of well-being, it is pertinent to understand the conditions on which it is being modified.
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Affiliation(s)
| | - Gina Martin
- Faculty of Health Disciplines, Athabasca University, Athabasca, AB T9S 3A3, Canada
- Department of Geography and Environment, Western University, London, ON N6A 3K7, Canada
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Improving Body Mass Index of School-Aged Children Using a Nine-Week Rope Skipping Training Intervention: A One-Group Pre-Test Post-Test Design. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9111715. [PMID: 36360443 PMCID: PMC9689075 DOI: 10.3390/children9111715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Revised: 11/02/2022] [Accepted: 11/07/2022] [Indexed: 11/11/2022]
Abstract
Studies examining the effectiveness of rope skipping training to improve the body mass index (BMI) of school children are scarce. Hence, this study examined the effectiveness of nine-week skipping training on the BMI of primary six school-aged children (n = 77). The participants underwent 30 min of skipping training three days per week over a nine-week period. The participants’ BMI was measured at the baseline and during weeks 3, 6 and 9. The results from a one-way ANOVA with repeated measures indicated a statistically significant difference in the BMI for both males [F(3,111) = 9.42, p < 0.001, ηp2 = 0.203] and females [F(3,114) = 7.35, p < 0.001, ηp2 = 0.162], suggesting an improvement in BMI. Post hoc comparisons with a Bonferroni adjustment revealed significant differences in BMI after nine weeks of intervention for males between the pre-test (M = 21.47, SD = 4.94) and the 9-week post-test (M = 20.15, SD = 4.36), and for females between the pre-test (M = 21.56, SD = 5.80) and the 9-week post-test (M = 20.68, SD = 5.32). This study demonstrated that regular participation in vigorous physical activity such as skipping training could promote child health by preventing the likelihood of young children being overweight. This result has implications for the inclusion of skipping training into the school life of school-aged children to help manage their BMI levels.
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Smallcombe JW, Biddle GJH, Slater T, Thackray AE, Dunstan DW, Barrett LA, Tolfrey K. Breaking Sitting Time with Physical Activity Increases Energy Expenditure but Does Not Alter Postprandial Metabolism in Girls. Med Sci Sports Exerc 2022; 54:1850-1860. [PMID: 35714076 DOI: 10.1249/mss.0000000000002979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
PURPOSE Young people spend a substantial proportion of their time at school sedentary; therefore, this setting represents an important target for interventions aimed at displacing sedentary time with physical activity. This study aimed to examine the postprandial metabolic effects of breaking sedentary time by accumulating walking and repeated bouts of nonambulatory standing during simulated school days in inactive adolescent girls. METHODS Seventeen girls (mean ± SD = 12.8 ± 0.4 yr) completed two 3-d experimental conditions. On days 1 and 2 of the standing + walking (STD-WLK) experimental trial, participants interrupted sedentary time by completing 4 × 10 min bouts of self-paced walking and accumulated 18 × 5 min standing bouts during each simulated school day. On day 3 of STD-WLK, participants attended school as normal with no additional physical activity or standing prescribed. On all 3 d of the control condition (CON), participants attended school as normal with no physical activity intervention. On days 2 and 3 of both STD-WLK and CON, a baseline capillary blood sample was provided to determine fasting [TAG] and [glucose]. Participants then consumed a standardized breakfast (0 h) and lunch (4.7 h), and blood samples were provided postprandially at 2.7, 5.3, and 7.3 h for [TAG] and [glucose]. RESULTS Energy expenditure was 28% (95% confidence interval = 8% to 52%) higher during school hours on day 1 and day 2 during STD-WLK compared with CON (2171 vs 1693 kJ; effect size = 0.89, P = 0.008). However, no reduction of fasting or postprandial [TAG] or [glucose] was observed on day 2 or day 3 ( P ≥ 0.245). CONCLUSIONS Two consecutive days of breaking prolonged sitting with self-paced walking and intermittent standing had no meaningful effect on postprandial metabolism in adolescent girls.
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Affiliation(s)
| | - Gregory J H Biddle
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Tommy Slater
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | | | | | - Laura A Barrett
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Keith Tolfrey
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
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Tanous DR, Ruedl G, Kirschner W, Drenowatz C, Craddock J, Rosemann T, Wirnitzer K. School health programs of physical education and/or diet among pupils of primary and secondary school levels I and II linked to body mass index: A systematic review protocol within the project From Science 2 School. PLoS One 2022; 17:e0275012. [PMID: 36201567 PMCID: PMC9536596 DOI: 10.1371/journal.pone.0275012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Accepted: 09/08/2022] [Indexed: 11/13/2022] Open
Abstract
The most common causes of death in Western countries today are preventable diseases mainly attributed to daily behavior. It has been well documented that genetics are influential but not the deciding factor for developing non-communicable diseases. Ideally, the public should be educated to perform methods of optimal health and wellbeing independently, meaning that individuals should be in control of their health without relying on others. As behavior is known to be consistent over time, good or poor health behavior will track from childhood into adulthood. Physical activity and diet are permanently linked to the individual's state of health, and when properly balanced, the effects on personal health summate, resulting in greater benefits from this dual-approach for public health. The objective is to highlight the different approaches (physical intervention, nutritional intervention, and dual-approach of diet and exercise) and identify effective interventions for sustainable body weight and healthy body mass index in school children. A systematic review will be conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The review will assess school-based diet and exercise interventions on children in primary and secondary school levels I and II. Overweight and obesity develop as a result of a prolonged imbalance in the energy balance model, with both physical activity and diet being influential in the fluctuation of body weight. A dual-approach including physical activity and diet could therefore be a very promising method to promote sustainable healthy body weight in school children.
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Affiliation(s)
- Derrick R. Tanous
- Department of Sport Science, Leopold-Franzens University of Innsbruck, Innsbruck, Austria
- Department of Research and Development in Teacher Education, University College of Teacher Education Tyrol, Innsbruck, Austria
- * E-mail:
| | - Gerhard Ruedl
- Department of Sport Science, Leopold-Franzens University of Innsbruck, Innsbruck, Austria
| | - Werner Kirschner
- Department of Sport Science, Leopold-Franzens University of Innsbruck, Innsbruck, Austria
| | - Clemens Drenowatz
- Division of Physical Education, University of Education Upper Austria, Linz, Austria
| | - Joel Craddock
- Sydney School of Education and Social Work, The University of Sydney, Sydney, Australia
| | - Thomas Rosemann
- Institute of Primary Care, University of Zurich, Zurich, Switzerland
| | - Katharina Wirnitzer
- Department of Sport Science, Leopold-Franzens University of Innsbruck, Innsbruck, Austria
- Department of Research and Development in Teacher Education, University College of Teacher Education Tyrol, Innsbruck, Austria
- Health and Lifestyle Science Cluster Tirol, Subcluster Health/Medicine/Psychology, Tyrolean University Conference, Verbund West, Innsbruck, Austria
- Research Center Medical Humanities, Leopold-Franzens University of Innsbruck, Innsbruck, Austria
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Clevenger KA, Lowry M, Perna FM, Berrigan D. Cross-Sectional Association of State Recess Laws With District-Level Policy and School Recess Provision in the United States. THE JOURNAL OF SCHOOL HEALTH 2022; 92:996-1004. [PMID: 35416309 DOI: 10.1111/josh.13189] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 02/16/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND State recess laws are recommended to encourage adequate and equitable access to recess and its benefits, but the downstream effects of state recess laws are unknown. We examined the association of state recess laws with district-level policy and school recess provision. METHODS This is cross-sectional analysis of the School Health Policies and Practices Survey, a US nationally representative sample of school districts (2016) and schools (2014). State-level recess laws were coded as none, recommend, or require recess. Logistic and linear regression were used to examine the association between state law with district policies and school recess provision, respectively. Data from 2000 are presented to highlight changes in recess policy and provision over time. RESULTS The odds of a district policy requiring recess were 2.22 and 2.34 times greater when state recess law recommended or required recess, respectively, compared to states with no recess policy. There were no significant differences in school-level recess provision by state recess law but point estimates from 2000 indicated states without a law had the largest declines in recess provision over time. CONCLUSIONS State recess laws are positively associated with district-level policy. Effects at the school level are unclear and continued surveillance is needed.
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Affiliation(s)
- Kimberly A Clevenger
- Health Behaviors Research Branch, Behavioral Research Program, Division of Cancer Control and Population Sciences, National Cancer Institute, 9609 Medical Centre Dr, Rockville, MD, 20850
| | - Mark Lowry
- Health Behaviors Research Branch, Behavioral Research Program, Division of Cancer Control and Population Sciences, National Cancer Institute, 9609 Medical Centre Dr, Rockville, MD, 20850
| | - Frank M Perna
- Health Behaviors Research Branch, Behavioral Research Program, Division of Cancer Control and Population Sciences, National Cancer Institute, 9609 Medical Centre Dr, Rockville, MD, 20850
| | - David Berrigan
- Health Behaviors Research Branch, Behavioral Research Program, Division of Cancer Control and Population Sciences, National Cancer Institute, 9609 Medical Centre Dr, Rockville, MD, 20850
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Masini A, Ceciliani A, Dallolio L, Gori D, Marini S. Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity "active break" interventions in pre-adolescent and adolescent students: a systematic review. CANADIAN JOURNAL OF PUBLIC HEALTH = REVUE CANADIENNE DE SANTE PUBLIQUE 2022; 113:713-725. [PMID: 35737219 PMCID: PMC9481789 DOI: 10.17269/s41997-022-00652-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 05/12/2022] [Indexed: 11/17/2022]
Abstract
Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of “active breaks” on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents attending secondary and high school. Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive function, and quality of life in pre-adolescent and adolescent population attending secondary and high school. Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on students’ classroom behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and acceptability of active breaks intervention in secondary and high school settings. Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high school curriculum on classroom behaviour, school PA levels, and well-being. Supplementary Information The online version contains supplementary material available at 10.17269/s41997-022-00652-6.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, Corso d'Augusto 237, 47921, Rimini, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy.
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
| | - Sofia Marini
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
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Fisher D, Louw Q. The effect of classroom-based interventions on sedentary behavior and spinal health in school children – a systematic review (Preprint). Interact J Med Res 2022; 11:e39006. [DOI: 10.2196/39006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 08/05/2022] [Accepted: 08/29/2022] [Indexed: 11/13/2022] Open
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Burchartz A, Oriwol D, Kolb S, Schmidt SCE, von Haaren-Mack B, Niessner C, Woll A. Impact of weekdays versus weekend days on accelerometer measured physical behavior among children and adolescents: results from the MoMo study. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2022. [DOI: 10.1007/s12662-022-00811-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
AbstractStructured activities, in which children participate for example at school, are consistent and limited in scope. After-school or weekend activities, by contrast, involve a wider range of behaviors. Studies have shown that physical activity (PA), as measured by accelerometers, is lower on weekends compared to weekdays or school days, whereas PA does not differ between weekdays. In the present study, we examined accelerometer data of children and adolescents living in Germany for the different weekdays and weekend days. The current analysis used cross-sectional data of participants (n = 2743) aged 6–17 years collected between 2014 and 2017. The final valid sample consisted of 2278 children and adolescents divided into three age groups (6–10 years, n = 713; 11–13 years, n = 706; 14–17 years, n = 859) and two gender groups (1072 boys, 1206 girls). Physical behavior, including sedentary behavior, as well as light, moderate, vigorous PA, and wear time were analyzed. Absolute and percentage intensity distributions were evaluated daily. The average wear time was 807 min daily from Monday–Thursday with significant deviations from the mean on Friday (+38 min), Saturday (−76 min), and Sunday (−141 min). Absolute moderate to vigorous PA times were lower on weekends than during the week. However, the percentage intensity distribution remained constant over all days. Girls were less physically active and more sedentary than boys (F1,2272 = 38.3; p < 0.01) and adolescents were significantly less active than younger children (F2,2272 = 138.6; p < 0.01). Waking times increased with age (F2,2272 = 138.6; p < 0.01). Shorter awake periods limit possible active times on weekends, resulting in lower PA and sedentary behavior compared to weekdays. The percentage distributions of the different physical behavior intensity categories are similar over all weekdays and weekend days. We could not find a justification for specific weekend interventions. Instead, interventions should generally try to shift activity away from sedentary behavior towards a more active lifestyle.
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Saunders TJ, Rollo S, Kuzik N, Demchenko I, Bélanger S, Brisson-Boivin K, Carson V, da Costa BGG, Davis M, Hornby S, Huang WY, Law B, Ponti M, Markham C, Salmon J, Tomasone JR, Van Rooij AJ, Wachira LJ, Wijndaele K, Tremblay MS. International school-related sedentary behaviour recommendations for children and youth. Int J Behav Nutr Phys Act 2022; 19:39. [PMID: 35382828 PMCID: PMC8979784 DOI: 10.1186/s12966-022-01259-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 01/24/2022] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Existing sedentary behaviour guidelines for children and youth target overall sedentary behaviour and recreational screen time, without any specific recommendations regarding school-related sedentary behaviours (i.e., sedentary behaviours performed during the school day, or within the influence of school). The purpose of this paper is to describe the development of international evidence-based recommendations for school-related sedentary behaviours for children and youth, led by the Sedentary Behaviour Research Network (SBRN). METHODS A panel of international experts was convened by SBRN in November 2020 to guide the development of these recommendations for children and youth aged ~ 5-18 years. The recommendations were informed by 1) age-relevant existing sedentary behaviour guidelines, 2) published research on the relationship between overall sedentary behaviour and health, 3) a de novo systematic review on the relationship between school-related sedentary behaviours and health and/or academic outcomes, and 4) a de novo environmental scan of the grey literature to identify existing recommendations for school-related sedentary behaviours. Draft recommendations were presented to the Expert Panel in June 2021. Following thorough discussion and modifications, updated recommendations were distributed for stakeholder feedback from July 9-26. Feedback was received from 148 stakeholders across 23 countries, leading to additional updates to the recommendations. Following further rounds of discussion and updates with the Expert Panel in August and September 2021, consensus was achieved on the final recommendations. RESULTS A healthy day includes breaking up extended periods of sedentary behaviour and incorporating different types of movement into homework whenever possible, while limiting sedentary homework. School-related screen time should be meaningful, mentally or physically active, and serve a specific pedagogical purpose that enhances learning. Replacing sedentary learning activities with movement-based learning activities, and replacing screen-based learning activities with non-screen-based learning activities, can further support students' health and wellbeing. DISCUSSION This paper presents the first evidence-based recommendations for school-related sedentary behaviours for children and youth. These recommendations will support the work of parents, caregivers, educators, school system administrators, policy makers, researchers and healthcare providers interested in promoting student health and academic success.
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Affiliation(s)
- Travis J Saunders
- Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Canada.
| | - Scott Rollo
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
| | - Nicholas Kuzik
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
| | - Iryna Demchenko
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
| | - Stacey Bélanger
- Digital Health Task Force, Canadian Paediatric Society, Ottawa, Canada
| | | | - Valerie Carson
- Faculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | - Bruno G G da Costa
- School of Physical and Health Education, Nipissing University, North Bay, Ontario, Canada
| | - Melanie Davis
- Physical and Health Education Canada, Ottawa, Canada
| | - Susan Hornby
- Pan-Canadian Joint Consortium for School Health Secretariat, Summerside, Canada
| | - Wendy Yajun Huang
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Barbi Law
- School of Physical and Health Education, Nipissing University, North Bay, Ontario, Canada
| | - Michelle Ponti
- Digital Health Task Force, Canadian Paediatric Society, Ottawa, Canada
| | - Chris Markham
- Ontario Physical and Health Education Association, Ottawa, Canada
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Geelong, Australia
| | - Jennifer R Tomasone
- School of Kinesiology and Health Studies, Queen's University, Kingston, Ontario, Canada
| | | | - Lucy-Joy Wachira
- Physical Education, Exercise and Sports Science, Kenyatta University, Nairobi, Kenya
| | | | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
- Department of Pediatrics, University of Ottawa, Ottawa, Canada
- Department of Health Sciences, Carleton University, Ottawa, Canada
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15
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Morrison SA, Meh K, Sember V, Starc G, Jurak G. The Effect of Pandemic Movement Restriction Policies on Children's Physical Fitness, Activity, Screen Time, and Sleep. Front Public Health 2021; 9:785679. [PMID: 34938712 PMCID: PMC8685208 DOI: 10.3389/fpubh.2021.785679] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 11/12/2021] [Indexed: 01/22/2023] Open
Abstract
Background: The negative impact of isolation, confinement, and physical (in)activity due to pandemic movement restriction has been well-documented over the past year, but less is known on the impact of these policies on children's physical fitness. This study was designed to determine the effects of pandemic movement restriction policies on the 24-hour movement behavior (24-HMB) of children, and whether any alterations are reflected in worsening physical fitness outcomes determined via direct testing. Methods: A two-phase, repeated-measures study with matched controls was conducted. Phase One: N = 62 schoolchildren (N = 31 female) completed self-assessment questionnaires on 24-HMB in October 2018 (pre-pandemic) and again in April 2020, at the height of movement restrictions enacted in response to the COVID-19 pandemic first wave. Phase Two: physical fitness of the original N = 62 children were determined directly pre- and post-isolation using an eight-component standardized fitness test battery and compared to N = 62 control children who were matched for age, sex, school region, and fitness centile scores. Results: During lockdown (total duration: 63 days), moderate-to-vigorous physical activity (MVPA) decreased by ~46 min per day, screen time demonstrated a significant interaction effect, such that kids reported spending less recreational screen time on weekends during lockdown compared to no restriction, and sleep duration was consistently lower (95% CI: −104.1 to −45.5 min, p < 0.001). No interaction effect was present for direct fitness indicators, including: hand tapping (reaction time), standing broad jump, polygon backward obstacle course (coordination), sit-ups, stand-and-reach, bent-arm hang, 60-m, and 600-m run (p ≥ 0.05) although significant main effects are noted for both sexes. Conclusion: Initial changes in 24-HMB did not translate to reductions in physical fitness per se, likely due to the high initial fitness levels of the children. Further work is needed to confirm whether longer or repeated movement restrictions exacerbate initial negative 24-HMB trends, especially for children who are less fit when restrictions are initiated, prolonged, or repeated.
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Affiliation(s)
| | - Kaja Meh
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Vedrana Sember
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Starc
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
| | - Gregor Jurak
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
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16
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McLoughlin GM, Graber KC. The Contribution of Physical Education to Physical Activity Within a Comprehensive School Health Promotion Program. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2021; 92:669-679. [PMID: 32809917 DOI: 10.1080/02701367.2020.1765952] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 05/04/2020] [Indexed: 06/11/2023]
Abstract
Purpose: Little is known about the role of physical education (PE) in a school health promotion model, particularly where wellness is placed at the forefront. The purpose of this study was to understand how PE contributes to the overall amount of moderate to vigorous physical activity (MVPA) that children receive in a school recognized for health promotion. Methods: As part of an in-depth case study, participants in grades 4-8 (N = 105) wore ActiGraph wGT3X+ accelerometers over 7 days to assess activity levels. Data were scored using ActiLife software. Using SPSS statistics software, students were grouped into low, moderate, and high activity through calculating tertile splits of average daily MVPA. Two 2 × 2 ANCOVA (sex x activity level) tests were conducted to determine the ratio of MVPA in PE to school and daily MVPA, controlling for age. Results: Participants accrued 8 min MVPA on average during PE with differences among low (6.4 ± 2.5), moderate (8.3 ± 3.7), and highly active participants (10.1 ± 4.0). ANCOVA analyses revealed non-significant interactions between sex and activity level explaining variance in contribution of PE to school MVPA (F(2, 99) = .235, p = .791, partial ŋ2 = .005) and daily MVPA (F(2, 99) = .299, p = .742, partial ŋ2 = .006), but significant main effects between high and low activity for daily MVPA were observed F(2, 99) = 5.118 p = .008, partial ŋ2 = .094. Conclusions: PE remains a priority in supporting children's PA, particularly for those least active. Despite relatively low levels of MVPA, findings provide rationale for policy change supporting more frequent PE in schools.
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17
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Nigg C, Niessner C, Nigg CR, Oriwol D, Schmidt SCE, Woll A. Relating outdoor play to sedentary behavior and physical activity in youth - results from a cohort study. BMC Public Health 2021; 21:1716. [PMID: 34548057 PMCID: PMC8456698 DOI: 10.1186/s12889-021-11754-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Accepted: 09/08/2021] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Outdoor play, sedentary behavior (SB), and moderate-to-vigorous physical activity (MVPA) are related to youth's health, however, there are research gaps regarding 1) associations between outdoor play, SB, and MVPA across a broad pediatric age range (6-17 years), and 2) longitudinal associations between outdoor play, SB, and MVPA across childhood and adolescence. Two studies were conducted to address those research gaps: Study 1 aimed to investigate relationships between outdoor play and accelerometer-assessed SB and MVPA in a cross-sectional nationwide sample of children and adolescents in Germany. Study 2 aimed to investigate prospective associations between outdoor play and self-reported screen-time SB and MVPA and in a sample of children with three measurement timepoints across 11 years. METHODS Data were obtained of the German national representative Motorik-Modul (MoMo) Study and the German Health Interview and Examination Survey for Children and Adolescents (KiGGS). In Study 1, N = 2278 participants (6-17 years) were included with self-reported outdoor play and accelerometer-assessed SB and MVPA. Associations were examined via multiple linear regressions. In Study 2, N = 570 participants (baseline: 4-7 years) were included in the longitudinal analysis with follow-ups six and 11 years later. Screen-time SB (TV watching and PC/Gaming), MVPA, and outdoor play were self-reported. Associations were investigated through a path prediction model. RESULTS Study 1 showed that compared to <1 h outdoor play, higher engagement in daily outdoor play was related to lower SB (1-2 h: - 9.75 min/day, P = 0.017; ≥2 h: - 17.78 min/day, P < 0.001) and higher MVPA (≥2 h: + 3.87 min/day, P = 0.001). The cross-sectional relationship between MVPA and outdoor play was moderated by sex (in favor of males) and age (in favor of younger children). Study 2 showed that outdoor play in early childhood negatively predicted PC use/Gaming in later childhood, but was unrelated to MVPA. CONCLUSION In Study 1, outdoor play was negatively related to SB cross-sectionally. In Study 2, outdoor play in early childhood was negatively related to PC and Gaming time in later childhood. Thus, providing outdoor play opportunities, especially during early childhood, has potential to prevent SB. Future research should investigate longitudinal relationships using device-based assessments for SB and MVPA.
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Affiliation(s)
- Carina Nigg
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany.
| | - Claudia Niessner
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Claudio R Nigg
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, 3012, Bern, Switzerland
| | - Doris Oriwol
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Steffen C E Schmidt
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Alexander Woll
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
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18
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Australian children are not meeting recommended physical activity levels at school: Analysis of objectively measured physical activity data from a cross sectional study. Prev Med Rep 2021; 23:101418. [PMID: 34150476 PMCID: PMC8192689 DOI: 10.1016/j.pmedr.2021.101418] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Revised: 05/13/2021] [Accepted: 05/25/2021] [Indexed: 11/22/2022] Open
Abstract
This study aimed to quantify, and examine grade level (Grade Kindergarten-2 vs. 3-6) and sex differences in the daily minutes of moderate-to-vigorous physical activity (MVPA) of primary school children, and the proportion of children meeting MVPA recommendations, across the school day and in break times. Consenting children in Kindergarten to Grade 6 from 12 Catholic primary schools within the Hunter region of New South Wales, Australia (February-April 2017) wore accelerometers during school hours (approx. 9am-3 pm) for five school days. Differences in student physical activity by Grade (Kindergarten-2; Grade 3-6) and sex were analysed using regression mixed modelling for the whole school day, during class time and break time. Valid data was available for 1862 students. Mean (SD) minutes of MVPA were consistently higher for Grade K-2 compared to Grade 3-6 students respectively, 37.02 (12.4) and 32.6 (12.2) across the school day; 20.4 (8.4) and 15.3 (7.6) minutes within breaks. Over the whole school day 69.7% of Grade K-2 and 54.1% of Grade 3-6 met the recommended 30 min of MVPA. Boys had higher MVPA than girls and a higher proportion of boys met MVPA recommendations than girls with 68.9% and 52.4% over whole school day and 6.43% and 0.98% respectively during break times. A large percentage of Australian children are not meeting physical activity guidelines whilst at school, with declining levels of physical activity from Grade K-2 to Grade 3-6 especially evident in girls.
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19
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Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation. Trends Neurosci Educ 2021; 22:100150. [PMID: 33845979 DOI: 10.1016/j.tine.2021.100150] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 01/28/2021] [Accepted: 01/28/2021] [Indexed: 12/21/2022]
Abstract
BACKGROUND Providing physical activity during the school day may mitigate increasingly sedentary lifestyles among children. Young children may be susceptible to interference during learning and consolidation when performing physical activity concurrently with academic instruction. METHODS Preschoolers (N = 72, mean age 5.1 ± 0.8 years, 50% female) completed a quantity estimation task before, following, and one week after engaging in either a 20-min physically active or sedentary lesson. Physical activity intensity and volume were measured using heart rate and pedometer step counts, respectively. Off-task behavior was recorded prior to and following the lesson. RESULTS Children exhibited similar learning and retention, but an added benefit of physically active lessons was a 1900% step increase and a 58% reduction in off-task behavior. CONCLUSION Providing physically active lessons instead of sitting for extended periods of time in early childhood classrooms reduces sedentary behavior and improves self-regulation while not interfering with educational outcomes.
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20
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Roe A, Blikstad-Balas M, Dalland CP. The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity. Front Sports Act Living 2021; 2:589227. [PMID: 33585811 PMCID: PMC7873937 DOI: 10.3389/fspor.2020.589227] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 11/24/2020] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1-10. All Norwegian students are supposed to have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers. Key findings from the parent survey were that reported time spent on physical activity increased with the age of the students, that many parents expressed concerns about increased sedentary behavior, and that the most active students were those who showed the greatest engagement and effort in schoolwork in general. Our findings raise the questions of whether students were given too much responsibility for their own physical activity during this period and whether teachers should provide their students with more digital workout sessions and instructional videos.
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Affiliation(s)
- Astrid Roe
- Department of Teacher Education and School Research, University of Oslo, Oslo, Norway
| | - Marte Blikstad-Balas
- Department of Teacher Education and School Research, University of Oslo, Oslo, Norway
| | - Cecilie Pedersen Dalland
- Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway
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21
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Daly-Smith A, Hobbs M, Morris JL, Defeyter MA, Resaland GK, McKenna J. Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030990. [PMID: 33499424 PMCID: PMC7908260 DOI: 10.3390/ijerph18030990] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 01/10/2021] [Accepted: 01/19/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. METHODS 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). RESULTS Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two-dominated by maths and English-were less active than lesson three. Break and lunch were the most active segments. CONCLUSION This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.
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Affiliation(s)
- Andy Daly-Smith
- Faculty of Health Studies, University of Bradford, Bradford, West Yorkshire BD7 1DP, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, West Yorkshire BD9 6TP, UK
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway;
- School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK;
- Correspondence:
| | - Matthew Hobbs
- School of Health Sciences, College of Education, Health and Human Development, University of Canterbury, Christchurch, Canterbury 8041, New Zealand;
| | - Jade L. Morris
- Centre for Society and Mental Health, Department of Health Service and Population Research, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London WC2B 6LE, UK;
| | - Margaret A. Defeyter
- Healthy Living Lab, Faculty of Health & Life Sciences, Northumbria University, Newcastle upon Tyne NE 7 7XA, UK;
| | - Geir K. Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway;
| | - Jim McKenna
- School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK;
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22
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Pulido Sánchez S, Iglesias Gallego D. Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:E578. [PMID: 33445554 PMCID: PMC7827546 DOI: 10.3390/ijerph18020578] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 01/02/2021] [Accepted: 01/09/2021] [Indexed: 11/16/2022]
Abstract
Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children's levels of physical activity.
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Affiliation(s)
| | - Damián Iglesias Gallego
- Physical Education & Exercise Lab, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain;
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23
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The Impact of Schoolyard Greening on Children's Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18020535. [PMID: 33561082 PMCID: PMC7827958 DOI: 10.3390/ijerph18020535] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Revised: 01/05/2021] [Accepted: 01/07/2021] [Indexed: 11/29/2022]
Abstract
Access to green schoolyards (schoolyards designed with greenery and natural elements to create a park-like environment, as opposed to asphalt-based playgrounds) are associated with many benefits for students, including improvements in physical and mental health. While many studies examining these associations are cross-sectional, some feature experimental designs that offer the possibility of causal inference. In this review, we looked at experimental studies that examine the impact of schoolyard greening on measures of physical activity and socioemotional health in children. Four electronic databases (Ovid Medline, PsycINFO, Scopus and Greenfile) were searched, and from 1843 articles retrieved, 6 articles met the inclusion criteria. Examination of the eligible studies revealed a general consensus on the positive impact of schoolyard greening on both physical activity and socioemotional health outcomes for students, suggesting that schoolyard greening is a viable intervention in reducing the health equity gaps and improving children’s health regardless of their racial or ethnic backgrounds or residential neighborhood socioeconomic status. Further experimental research on this topic should elucidate how educators, administrators, policy makers, and other stakeholders can harness the benefits of schoolyard greening to improve the health and well-being of children in their communities.
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24
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Schmidt SCE, Anedda B, Burchartz A, Eichsteller A, Kolb S, Nigg C, Niessner C, Oriwol D, Worth A, Woll A. Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment. Sci Rep 2020; 10:21780. [PMID: 33311526 PMCID: PMC7733438 DOI: 10.1038/s41598-020-78438-4] [Citation(s) in RCA: 251] [Impact Index Per Article: 62.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 11/24/2020] [Indexed: 12/29/2022] Open
Abstract
The impact of COVID-19 on social life has been drastic and global. However, the different numbers of cases and different actions in different countries have been leading to various interesting yet unexplored effects on human behavior. In the present study, we compare the physical activity and recreational screen time of a representative sample of 1711 4- to 17-year-olds before and during the strictest time of the first COVID-19 lockdown in Germany. We found that sports activity declined whereas recreational screen time increased. However, a substantial increase in habitual physical activities leads to an overall increase in physical activity among children and adolescents in Germany. The effects differ in size but not in their direction between age groups and are stable for boys and girls. We conclude from this natural experiment that physical activity among children and adolescents is highly context-driven and mutual and does not act as a functional opposite to recreational screen time.
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Affiliation(s)
- Steffen C E Schmidt
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany.
| | - Bastian Anedda
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Alexander Burchartz
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Ana Eichsteller
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Simon Kolb
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Carina Nigg
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Claudia Niessner
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Doris Oriwol
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
- University of Education Karlsruhe, Bismarckstraße 10, 76133, Karlsruhe, Germany
| | - Annette Worth
- University of Education Karlsruhe, Bismarckstraße 10, 76133, Karlsruhe, Germany
| | - Alexander Woll
- Karlsruhe Institute of Technology, Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
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Tassitano RM, Weaver RG, Tenório MCM, Brazendale K, Beets MW. Physical activity and sedentary time of youth in structured settings: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2020; 17:160. [PMID: 33276782 PMCID: PMC7716454 DOI: 10.1186/s12966-020-01054-y] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 11/09/2020] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND Structured settings, such as school, childcare, afterschool programs, summer camps, and physical activity/sport programs are crucial to promoting physical activity (PA) opportunities and reducing sedentary (ST) for children and adolescents. However, little is known about how much PA and ST children and adolescents accumulate in structured settings. The aim of this study is to conduct a systematic review and meta-analysis of the absolute amount of time youth spend physically active and sedentary in different structured settings (Prospero number: 42018111804). METHODS Observational and experimental/quasi-experimental studies (baseline data only) with full-text available, written in English and published in a peer-reviewed journal, reporting the total amount of objectively measured PA (light, moderate, vigorous, and/or total physical activity) and/or time spent ST during structured settings among youth (3 to 18 years) were eligible. Adjusted meta-analysis was conducted to estimate the pooled mean of time spent in PA and ST, by settings and sex. RESULTS A total of 187 studies (childcare n=60; school n=91; afterschool programs n=14; summer camp n=4; and Physical activity/ sport programs n=18) from 30 countries (47.9% United States), representing 74,870 youth (mean age 8.6 years old) were included. Overall, there was a high variation between studies in outcomes and settings. The meta-analyses revealed, on average, youth spend 221.8 minutes (36.7 min/hour) in ST and 32.1 minutes (5.1 min/hour) in MVPA during childcare hours, and 223.9 minutes (36.7min/hour) in ST and 27.8 min (4.4 min/hour) in MVPA at school. Relatively, youth are engaged in more MVPA in afterschool programs (11.7 min/hour), PA/ sport programs (20.9 min/hour), and summer camps (6.4 min/hour), when compared to childcare and school. CONCLUSION Total PA accumulated during childcare and MVPA accumulated during schools hours were close to recommendations, despite high proportion of ST. Afterschool programs, summer camp and PA/ sport programs are important settings that can contribute to daily PA and reduced ST. Ensuring all youth have access to these structured settings may be an important step forward for public health.
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Affiliation(s)
- Rafael M Tassitano
- Department of Physical Education, Federal Rural University of Pernambuco, SN Dom Manoel de Medeiros St, Recife, PE, 52171-900, Brazil.
| | | | - Maria Cecília M Tenório
- Department of Physical Education, Federal Rural University of Pernambuco, SN Dom Manoel de Medeiros St, Recife, PE, 52171-900, Brazil
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Daily and Weekly Variation in Children's Physical Activity in Norway: A Cross-Sectional Study of The Health Oriented Pedagogical Project (HOPP). Sports (Basel) 2020; 8:sports8110150. [PMID: 33233516 PMCID: PMC7699509 DOI: 10.3390/sports8110150] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Revised: 11/13/2020] [Accepted: 11/17/2020] [Indexed: 11/17/2022] Open
Abstract
Background The purpose of the study was to examine differences in objectively measured moderate-to-vigorous physical activity (MVPA min/day) and sedentary time (SED min/day) between different time domains as school hours, leisure time, and weekends. An additional objective addressed causal association between body mass and MVPA. Methods. The study sample consisted of 2015 subjects (51% girls) aged 6–12 years (9.46 ± 1.76) from the Health Oriented Pedagogical Project (HOPP) in south-east Norway. Six days of MVPA min/day and SED min/day were measured using accelerometers and presented as daily averages. The differences in physical activity (PA) were investigated between the time domains of school-hours, leisure time and weekends by age and sex. Data were analyzed using one-and two-way ANOVA. Results. The relative contribution of the different time domains in overall PA was found. Daily average of MVPA min/day and SED min/day differed significantly across the three time domains. The average weekend SED was 56 ± 3.45 and 82 ± 4.12 min/day less when compared with school hours and leisure time, respectively. On average children spent 27 ± 2.74 min/day less in MVPA during school hours, compared with leisure time (p < 0.001), and spent by 38 ± 2.10 min/day more during weekends compared to school hours (p < 0.001). Boys were more physically active than girls, and less time was spent in MVPA with age. Conclusion. With the objective of increasing PA in a child population, the findings indicate that PA intervention programs should target children with higher body mass, girls more than boys, older children more than younger, and during school hours and leisure time more than on weekends.
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Tyler EC, Brazendale K, Hunt E, Rafferty A, Beets MW, Weaver RG. Physical Activity Opportunities of Low-Income Elementary School-Aged Children During the Segmented School Day. THE JOURNAL OF SCHOOL HEALTH 2020; 90:787-793. [PMID: 32776326 PMCID: PMC8319671 DOI: 10.1111/josh.12939] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2018] [Revised: 05/14/2020] [Accepted: 05/19/2020] [Indexed: 05/26/2023]
Abstract
BACKGROUND In this study, we examined moderate-to-vigorous physical activity (MVPA) of children in a school district serving children from low-income and minority households. METHODS This observational study was conducted in 8 rural elementary schools in South Carolina. Children (N = 719, age = 7.7 years, 48.0% girls, 88.0% African American) wore accelerometers during school hours. Physical activity was distilled into time engaged in MVPA during 4 distinct opportunities. These 4 opportunities were non-activity time (eg, class-time), extended lunch (lunch recess after eating), physical education (PE), and recess. Mixed effects linear regressions estimated MVPA on days that had no activity opportunities, extended lunch, recess, PE, and multiple activity opportunities (eg, PE and recess). RESULTS On days with multiple activity opportunities, girls and boys accumulated 8.0 (95% CI = 4.9, 11.1) and 7.1 (95% CI = 3.6, 10.7) additional minutes of MVPA compared to a no activity day. On PE days boys accumulated 5.2 (95% CI = 0.3, 10.2) additional minutes of MVPA, whereas recess days provided girls with 3.0 (95% CI = 0.1, 6.0) additional MVPA minutes. No other activity opportunities provided statistically significant increases in school-day MVPA. CONCLUSIONS In low-income schools it may be necessary to provide multiple physical activity opportunities during the school day to increase boys' and girls' MVPA.
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Affiliation(s)
- Emily C. Tyler
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC 29201
| | - Keith Brazendale
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC 29201
| | - Ethan Hunt
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC 29201
| | - Aaron Rafferty
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC 29201
| | - Michael W. Beets
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC 29201
| | - R. Glenn Weaver
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Public Health Research Center, 921 Assembly St. Rm130, Columbia, SC 29201
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Ensenyat A, Serra-Paya N, Sagarra-Romero L. Objectively measured sedentary behaviour in overweight and obese prepubertal children: challenging the school. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2020; 30:533-544. [PMID: 31104488 DOI: 10.1080/09603123.2019.1609656] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Accepted: 04/16/2019] [Indexed: 06/09/2023]
Abstract
Sedentary lifestyle is associated with unfavourable health outcomes; however, few studies have analysed the daily fluctuations of sedentary behaviour in children. The aim was to characterise sedentary behaviour in low active, overweight/obese prepubertal children and to examine whether there were daily, age- or gender-based differences. In this observational study free-living movement was measured by accelerometry for one week. Eighty-eight low active, overweight/obese children (8- to 12-year-olds) were included. Analysis was conducted for weekends, weekdays, school time and non-school time on weekdays. Participants spent half of their waking hours engaged in sedentary behaviour (48.1%). Short sedentary bouts (1-4 min) accounted for 86% of sedentary time. Sedentary time was similar on weekends and non-school time, while it was highest during school time. Interventions for the management of childhood obesity should include strategies for shifting sedentary time to physical activity on weekends and non-school time and implementing more activity-permissive classroom lessons.
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Affiliation(s)
- Assumpta Ensenyat
- National Institute of Physical Education of Catalonia (INEFC) , Lleida, Spain
| | - Noemi Serra-Paya
- School of Health Sciences, Parc TecnoCampus Mataró-Maresme , Mataró, Spain
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Pope ZC, Huang C, Stodden D, McDonough DJ, Gao Z. Effect of Children's Weight Status on Physical Activity and Sedentary Behavior during Physical Education, Recess, and After School. J Clin Med 2020; 9:E2651. [PMID: 32824167 PMCID: PMC7463513 DOI: 10.3390/jcm9082651] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 08/04/2020] [Accepted: 08/13/2020] [Indexed: 12/29/2022] Open
Abstract
Children's body mass index may affect physical activity (PA) participation. Therefore, this study examined the effect of children's weight status on underserved elementary school children's PA and sedentary behavior (SB) throughout the segmented day. Participants were 138 children (X¯age = 8.14 years). Children's height and weight were measured with subsequent classification of children as healthy weight or overweight/obese. Durations of moderate-to-vigorous PA (MVPA), light PA (LPA), and SB during physical education (PE), morning recess, lunch recess, after school, and overall were assessed via accelerometry over three days. Independent t-tests evaluated differences in children's MVPA, LPA, and SB during each daily segment by weight status. Significantly higher MVPA was observed for children of healthy weight status versus children with overweight/obesity during morning recess, t(136) = 2.15, p = 0.03, after school, t(136) = 2.68, p < 0.01, and overall, t(136) = 2.65, p < 0.01. Interestingly, comparisons of children of healthy weight status and children with overweight/obesity's LPA and SB during the after-school segment revealed a trend wherein children with overweight/obesity participated in slightly greater LPA/less SB than children of healthy weight status. Higher MVPA was observed among children of healthy weight versus children with overweight/obesity during most daily segments. Concerted efforts should focus on increasing MVPA among children with overweight/obesity.
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Affiliation(s)
| | - Charles Huang
- Department of Exercise and Sport Science, Wayland Baptist University, Plainview, TX 79072, USA;
| | - David Stodden
- Department of Physical Education and Athletic Training, University of South Carolina, Columbia, SC 29208, USA;
| | - Daniel J. McDonough
- School of Kinesiology, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA;
| | - Zan Gao
- School of Kinesiology, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA;
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Accelerometer-measured physical activity and sedentary behavior in Chinese children and adolescents: a systematic review and meta-analysis. Public Health 2020; 186:71-77. [PMID: 32784098 DOI: 10.1016/j.puhe.2020.07.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Revised: 05/30/2020] [Accepted: 07/02/2020] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To synthesize evidence on accelerometer-measured moderate-to-vigorous physical activity (MVPA) and sedentary behavior (SB) levels of Chinese children and adolescents. STUDY DESIGN This is both a systematic review and meta-analysis study. METHODS Online databases were searched for studies published from January 2009 up to February 2019. These studies reported accelerometer-measured daily minutes of MVPA and/or SB among Chinese children and adolescents. Random-effects meta-analysis was used to separately pool the time spent in MVPA and SB. RESULTS Of 4754 records, 20 studies were included in the meta-analysis. Sample sizes ranged from 96 to 2163. The meta-analysis showed that Chinese children and adolescents spent 41.11 min/day in MVPA and 529.83 min/day in SB averagely. Boys spent more time in MVPA compared with girls (P = 0.01). Children accumulated more MVPA time than adolescents (P = 0.05), and children spent less time in SB than adolescents (P = 0.05). Unlike weekdays, SB was lower on weekends (P = 0.02). There were significant differences in children and adolescents' MVPA time in regions (P < 0.001). CONCLUSIONS MVPA level in Chinese children and adolescents is well below international recommendations, and their SB level is very high.
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Carbonell-Hernández L, Pastor D, Jiménez-Loaisa A, Ballester-Ferrer JA, Montero-Carretero C, Cervelló E. Lack of Correlation between Accelerometers and Heart-Rate Monitorization during Exercise Session in Older Adults. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155518. [PMID: 32751725 PMCID: PMC7432703 DOI: 10.3390/ijerph17155518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 07/21/2020] [Accepted: 07/24/2020] [Indexed: 11/18/2022]
Abstract
Aging is increasing worldwide; hence, aging-related health is also more relevant. Well-programmed physical exercise is now an indispensable tool to achieve active aging and preserve older people’s health. Such “well-programmed” exercise requires efficient and useful tools to measure the activity. The objective of this study is to evaluate the effectiveness of accelerometers to estimate two different intensities of physical exercise in older people. Thirty-eight subjects (64.5 ± 5.3 years) were measured during two different sessions of physical exercise: one moderate in intensity, the other of low intensity. Heart rate and accelerometry were recorded and analyzed. The results showed that the two variables in the physical exercise sessions were not highly correlated, and that accelerometry did not seem useful to assess low-intensity sessions not based on walking.
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Physical Activity of Children and Adolescents with Hearing Impairments: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124575. [PMID: 32630419 PMCID: PMC7345941 DOI: 10.3390/ijerph17124575] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Revised: 06/10/2020] [Accepted: 06/22/2020] [Indexed: 01/02/2023]
Abstract
Physical activity (PA) is important for the development of children and adolescents with hearing impairments (HI). This systematic review aims to summarise the existing literature pertaining to the PA of children and adolescents with HI. A systematic search was conducted on eight major electronic databases. Two reviewers independently screened and selected the returned articles, performed data extraction, assessed methodological quality and synthesised the data using an inductive approach. A total of 15 articles consisting of 14 survey studies and one single-subject intervention study met the inclusion criteria. These studies had good to excellent methodological quality. Participants with HI showed lower levels of participation in PA than participants without disabilities, but they were more physically active than those with other types of disabilities. Amongst the 12 PA correlates identified (i.e., gender, age, mother's education and social cognitive constructs), only gender was a relatively consistent determinant, and boys are significantly more physically active than girls. Additional studies are needed to confirm the determinants of the PA in children and adolescents with HI to provide strong evidence for the development and implementation of PA interventions for this target group.
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McGowan AL, Ferguson DP, Gerde HK, Pfeiffer KA, Pontifex MB. Preschoolers exhibit greater on-task behavior following physically active lessons on the approximate number system. Scand J Med Sci Sports 2020; 30:1777-1786. [PMID: 32426888 DOI: 10.1111/sms.13727] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 05/01/2020] [Accepted: 05/11/2020] [Indexed: 01/26/2023]
Abstract
OBJECTIVE To determine how the dual-task nature of incorporating physical activity with instructional activities immediately impacts acuity of the approximate number system and on-task behavior in preschoolers. METHODS Using a randomized within-participants repeated-measures crossover design, 51 children completed an approximate number system task before and after either 20-min of physically active instruction corresponding to 38% heart rate reserve (HRR; light-to-moderate intensity) or conventional sedentary instruction at corresponding to 21% HRR (very light intensity). RESULTS Findings revealed that preschool-aged children exhibited similar learning and greater on-task behavior following a single bout of physically active instruction relative to conventional sedentary instruction. Overall, preschoolers accrued 931.3 ± 8.2 more steps and an additional 9 minutes at or above light-intensity activity during the physically active instruction. CONCLUSION Accordingly, these findings suggest that the dual-task nature of physically active learning does not compromise learning, reduces the need for redirecting off-task behavior, and ultimately allows children to avoid sedentary behavior in educational contexts.
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Affiliation(s)
- Amanda L McGowan
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - David P Ferguson
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - Hope K Gerde
- Human Development and Family Studies, Michigan State University, East Lansing, MI, USA
| | - Karin A Pfeiffer
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
| | - Matthew B Pontifex
- Department of Kinesiology, Michigan State University, East Lansing, MI, USA
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McLellan G, Arthur R, Donnelly S, Buchan DS. Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7-12 years old. JOURNAL OF SPORT AND HEALTH SCIENCE 2020; 9:179-188. [PMID: 32099726 PMCID: PMC7031810 DOI: 10.1016/j.jshs.2019.02.005] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Revised: 08/30/2018] [Accepted: 11/15/2018] [Indexed: 06/10/2023]
Abstract
BACKGROUND This study examined the volume and patterns of physical activity (PA) and sedentary time (ST) across different segments of the week among boys and girls. METHODS A total of 188 children aged 7-12 years wore a wrist-mounted ActiGraph GT3X+ accelerometer for 7 days. Time spent in PA and ST was calculated using ActiLife software. The mean number of minutes of light PA, moderate PA, vigorous PA, moderate-to-vigorous PA (MVPA), and ST were calculated per weekday (before school, during school, and after school) and per weekend day (morning and afternoon-evening). RESULTS After school represented the greatest accumulation of ST compared with before school and during school segments. Boys engaged in 225.4 min/day of ST (95% confidence interval (CI): 216-235), and girls engaged in 222.2 min/day of ST (95%CI: 213-231). During school, boys engaged in significantly more MVPA than girls (46.1 min/day (95%CI: 44-48) vs. 40.7 min/day (95%CI: 39-43)). Across the whole weekday, boys participated in significantly more MVPA than girls (103.9 min/day (95%CI: 99-109) vs. 95.7 min/day (95%CI: 90-101)). The weekend afternoon-evening segment represented the larger accumulation of ST, where boys were significantly more sedentary than girls (367.5 min/day (95%CI: 353-382) vs. 339.8 min/day (95%CI: 325-355), respectively). CONCLUSION Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA, especially girls. Routine breaks in school elicit increases in light PA and MVPA. Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.
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Affiliation(s)
- Gillian McLellan
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Rosie Arthur
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Samantha Donnelly
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK
| | - Duncan S Buchan
- School of Health and Life Sciences, The University of the West of Scotland, Institute of Clinical Exercise and Health Science, Blantyre, G72 0LH, Scotland, UK..
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Szabo-Reed AN, Washburn RA, Greene JL, Ptomey LT, Gorczyca A, Lee RH, Little TD, Lee J, Honas J, Donnelly JE. Physical activity across the curriculum (PAAC3): Testing the application of technology delivered classroom physical activity breaks. Contemp Clin Trials 2020; 90:105952. [PMID: 32006633 DOI: 10.1016/j.cct.2020.105952] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 01/21/2020] [Accepted: 01/27/2020] [Indexed: 01/28/2023]
Abstract
Only 43% of children in the U.S., ages 6-11 yrs., meet current physical activity (PA) guidelines. To satisfy the MVPA requirement, schools have begun incorporating MVPA in the form of activity breaks or MVPA academic lessons. We completed two, 3 academic-yr. cluster randomized trials (DK61489, DK85317) called "Physical Activity Across the Curriculum" (PAAC) which involved increasing MVPA in the classroom. Across 3-yrs. teachers in PAAC schools delivered ~60 min/wk. (12 min/day) of MVPA. Although short of our MVPA goal (20 min/d), the PAAC approach substantially increased in-school MVPA. Teacher reluctance to devote additional time to develop and integrate PA lessons into their curriculum was the overwhelming barrier to meeting the MVPA goal. Therefore, to reduce barriers to delivery of classroom PA we developed a 3-academic yr. cluster randomized trial (2 yrs. active intervention, 1 yr. follow-up) to compare the effectiveness and sustainability of technology delivered (PAAC-R) and classroom teacher delivered (PAAC-T) activity breaks for increasing classroom MVPA in elementary school students in grades 2 and 3 at baseline who will progress to grades 4-5. NCT registration: NCT03493139.
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Affiliation(s)
- Amanda N Szabo-Reed
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
| | - Richard A Washburn
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
| | - J Leon Greene
- Department of Health, Sport, and Exercise Sciences, University of Kansas, Lawrence, KS 66045, USA.
| | - Lauren T Ptomey
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
| | - Anna Gorczyca
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA
| | - Robert H Lee
- Department of Health Policy and Management, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
| | - Todd D Little
- Department of Educational Psychology and Leadership, Texas Tech University, 2500 Broadway Street, Lubbock, TX 79409, USA.
| | - Jaehoon Lee
- Department of Educational Psychology and Leadership, Texas Tech University, 2500 Broadway Street, Lubbock, TX 79409, USA.
| | - Jeff Honas
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
| | - Joseph E Donnelly
- Weight Management, Department of Internal Medicine, The University of Kansas Medical Center, 3901 Rainbow Boulevard, Kansas City, KS 66160, USA.
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Schmidt SK, Reinboth MS, Resaland GK, Bratland-Sanda S. Changes in Physical Activity, Physical Fitness and Well-Being Following a School-Based Health Promotion Program in a Norwegian Region with a Poor Public Health Profile: A Non-Randomized Controlled Study in Early Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E896. [PMID: 32023995 PMCID: PMC7037455 DOI: 10.3390/ijerph17030896] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/03/2020] [Revised: 01/26/2020] [Accepted: 01/30/2020] [Indexed: 01/22/2023]
Abstract
The purpose of this study was to examine the changes in physical activity (PA), physical fitness and psychosocial well-being in early adolescents following implementation of a school-based health promotion program in secondary schools. METHODS Six municipalities in Telemark County, Norway, were recruited into intervention (6 schools) or control groups (9 schools). A total of 644 pupils participated in the study (response rate: 79%). The schools in the intervention group implemented the Active and Healthy Kids program, where the PA component consisted of (1) 120 min/week of physically active learning (PAL) and (2) 25 min/week of physical active breaks. Furthermore, both the intervention and control schools carried out 135 min/week of physical education. The primary outcome was PA. Secondary outcomes were sedentary time, physical fitness, subjective vitality and health-related quality of life (HRQoL) in five domains: physical health, psychological well-being, parent, peers and school. RESULTS There was a group x time effect on school-based PA (p < 0.05), but not total PA, as well as on physical fitness (p < 0.05) and vitality (p < 0.01). In girls, there also was a group x time effect on three out of the five domains on HRQoL (p < 0.05). CONCLUSIONS A multi-component, school-based health-promotion program with emphasis on the use of PAL led to positive changes in school-based PA levels. Furthermore, positive changes were seen in physical fitness, vitality and HRQoL among early adolescents in a county with a poor public health profile. This might have implications for the development and promotion in schools of general health and well-being throughout adolescence.
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Affiliation(s)
- Sabrina K. Schmidt
- Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Pb 235, 3603 Kongsberg, Norway; (M.S.R.); (S.B.-S.)
| | - Michael S. Reinboth
- Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Pb 235, 3603 Kongsberg, Norway; (M.S.R.); (S.B.-S.)
| | - Geir K. Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Science, Campus Sogndal, 6856 Sogndal, Norway;
| | - Solfrid Bratland-Sanda
- Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Pb 235, 3603 Kongsberg, Norway; (M.S.R.); (S.B.-S.)
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37
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Physical activity levels and sedentary time during school hours of 6th-grade girls in Germany. J Public Health (Oxf) 2020. [DOI: 10.1007/s10389-019-01190-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Abstract
Aim
Regular physical activity and low levels of sedentary time have positive health effects on youth, and data are needed to base public health recommendations on. Here, findings of device-based physical activity and sedentary time in sixth graders are presented. Data below are presented as mean (SD).
Subject and methods
Three hundred and eight sixth-grade girls [11.6 (0.6) years] from the CReActivity study in Germany wore accelerometers (ActiGraph GT3X) for 7 consecutive days. Moderate to vigorous physical activity (MVPA), light physical activity (LPA), and sedentary time (ST) was obtained during school days with a focus on recess times.
Results
Girls spent 79.9 (23.2) minutes in MVPA and 9.4 (1.2) hours in ST during schooldays, of which 20.5 (8.2) minutes and 3.8 (0.4) hours respectively were accumulated during school hours. On average, students had 35.4 (4.5) minutes break, of which 6.3 (3.2) minutes (17.8%) were spent in MVPA activity and 16.5 (6.2) minutes (46.6%) in ST.
Conclusion
School setting is an important factor for physical activity and sedentary time. Therefore policy, curriculums, and school environment should promote physical activity und reduce sedentary time during school hours.
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Santos PCD, Lima LRAD, Costa BGGD, Martins CR, Minatto G, Berria J, Nunes EA, Petroski EL, Silva KSD. Association of physical activity and sedentary behavior at school with cardiovascular risk factors in adolescents. REVISTA BRASILEIRA DE CINEANTROPOMETRIA E DESEMPENHO HUMANO 2020. [DOI: 10.1590/1980-0037.2020v22e72397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The association of moderate to vigorous physical activity and sedentary behavior performed in the school context with cardiovascular risk factors is unclear. Thus, the purpose of this study was to evaluate whether MVPA and SB during school time are associated with single and clustered cardiovascular risk factors in 10- to 16-year-old school students. This study used the baseline data from a non-randomized controlled clinical trial (“MEXA-SE”) conducted on 6th to 9th-grade students from schools in Florianopolis, Brazil. Skinfolds, resting blood pressure, 20-m shuttle-run test, fasting glucose, triglycerides, total cholesterol, high-density lipoprotein cholesterol, and white blood cell counts were obtained. MVPA and SB were objectively measured with accelerometers. A minimum of 180 minutes was considered valid school-time for analysis. Multiple linear regression adjusted for age, sex and habitual physical activity was used. School-time MVPA was positively associated with the peak VO2 (β = 0.17 ml.kg.min-1), and inversely associated with sum of four skinfolds (β = -0.96 mm), diastolic blood pressure (β = -0.36 mmHg), systolic blood pressure (β = -0.301 mmHg); triglycerides (β = -1.49 mg.dL-1), and clustered cardiovascular risk factors (β = -0.123). School-time SB was positively associated with clustered cardiovascular risk factors (β = 0.033). In conclusion, independently of habitual physical activity level, school-time MVPA and a lower time in SB were associated to single and clustered cardiovascular risk factors. Thus, the promotion of strategies aimed increase MVPA and reduce SB at school may prevent the onset and early accumulation of cardiovascular risk factors in adolescence.
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Norris E, van Steen T, Direito A, Stamatakis E. Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis. Br J Sports Med 2019; 54:826-838. [PMID: 31619381 DOI: 10.1136/bjsports-2018-100502] [Citation(s) in RCA: 77] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2019] [Indexed: 01/12/2023]
Abstract
OBJECTIVE This review provides the first meta-analysis of the impact of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes. DESIGN Systematic review and meta-analysis of controlled studies. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias. DATA SOURCES PubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019. STUDIES ELIGIBILITY CRITERIA Physically active lessons compared with a control group in a randomised or non-randomised design, within single component interventions in general school populations. RESULTS 42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible to be included in the systematic review and 37 of them were included across the six meta-analyses (n=12 663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95% CI 1.42 to 3.25: k=16) and small, increases on overall PA (d=0.32; 95% CI 0.18 to 0.46: k=8), large, improvement in lesson-time educational outcomes (d=0.81; 95% CI 0.47 to 1.14: k=7) and a small improvement in overall educational outcomes (d=0.36; 95% CI 0.09 to 0.63: k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least two domains. CONCLUSION In elementary and preschool settings, when physically active lessons were added into the curriculum they had positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool setting. TRIAL REGISTRATION NUMBER CRD42017076933.
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Affiliation(s)
- Emma Norris
- Centre for Behaviour Change, University College London, London, UK
| | - Tommy van Steen
- Institute of Security and Global Affairs, Leiden University, Leiden, The Netherlands
| | - Artur Direito
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Emmanuel Stamatakis
- School of Public Health, University of Sydney, Sydney, New South Wales, Australia
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The Importance of Self-Monitoring for Behavior Change in Youth: Findings from the SWITCH ® School Wellness Feasibility Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16203806. [PMID: 31658604 PMCID: PMC6843670 DOI: 10.3390/ijerph16203806] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Revised: 09/22/2019] [Accepted: 10/02/2019] [Indexed: 12/05/2022]
Abstract
School Wellness Integration Targeting Child Health (SWITCH®) is a school wellness implementation initiative focused on building capacity for schools to plan and coordinate wellness programming. Grounded in Social Cognitive Theory (SCT), the purpose of this study was to evaluate the utility of the web-based, self-regulation system on physical activity (PA) behavior outcomes. At pre-test and post-test, students in SWITCH® schools (n = 8) completed the online Youth Activity Profile (YAP) to assess PA and sedentary behavior (SB). Students (n = 513) were categorized into high or low self-monitoring groups (using a median split) based on their use of the web-based self-regulation platform. Linear mixed models were used to assess differences in moderate-to-vigorous PA (MVPA) and sedentary behavior, with school, classroom, student, time-by-school, and time-by-classroom random effects and main and interaction fixed effects for student self-monitoring, gender, and time. Significant self-monitoring-by-time interactions were observed for estimates of PA F(1, 477) = 5.55, p = 0.02 and SB F(1, 477) = 4.90, p = 0.03. Students in the high self-monitoring group had larger gains in PA per day and larger declines in hours per day of sedentary screen time behavior compared to students in the low self-monitoring group. These findings support the utility of web-based self-regulation for facilitating PA change in youth.
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Van Kann DHH, Adank AM, van Dijk ML, Remmers T, Vos SB. Disentangling Physical Activity and Sedentary Behavior Patterns in Children with Low Motor Competence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16203804. [PMID: 31658602 PMCID: PMC6843777 DOI: 10.3390/ijerph16203804] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/04/2019] [Revised: 10/04/2019] [Accepted: 10/06/2019] [Indexed: 12/24/2022]
Abstract
Children with low motor competence (MC) are at high-risk for physical inactivity, yet little is known about their physical activity (PA) and sedentary behavior (SB) patterns throughout the day. The purpose of this study is to disentangle PA and SB patterns among children with low MC across segmented day periods taking into account differences in gender and age. Data collection took place between May and July 2017. The Athletic Skills Track was used to measure MC. PA levels were objectively measured using accelerometers (ActiGraph, GT3X+) on school days. Data were segmented for (1) time before school, (2) time during school (based on school schedules), and (3) time after school. In total, data from 117 7-to-11 years-old children with low MC were eligible for analyses (N = 58 girls; N = 59 boys). Differences in moderate-to-vigorous PA (MVPA) and SB between segmented periods, gender, and grade were analyzed by ANOVAs with post hoc tests (Tukey) and Independent Sample T-tests respectively. Time spent at school is the major contributor of time spent in SB in children with low MC. Low MC is equally distributed among gender, but large differences exist among boys and girls in both MVPA and SB, indicating low-MC girls as most inactive group. This pattern is found in all segmented periods of the school day, i.e., before, during, and after school. This study stresses the negative contribution of current school curricula on PA and SB in children with low MC, indicating the most efficient period of the day to intervene. Future school-based PA and SB interventions should particularly focus on specific high-risk populations, i.e., children with low MC, and girls in particular.
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Affiliation(s)
- Dave H H Van Kann
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands.
- Department of Health Promotion, Nutrition and Translational Research Institute Maastricht (NUTRIM), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands.
| | - Anoek M Adank
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands.
- Department of Industrial Design, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands.
| | - Martin L van Dijk
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands.
| | - Teun Remmers
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands.
| | - Steven B Vos
- School of Sport Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands.
- Department of Industrial Design, Eindhoven University of Technology, 5600 MB Eindhoven, The Netherlands.
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A Pedometer-Based Physically Active Learning Intervention: The Importance of Using Preintervention Physical Activity Categories to Assess Effectiveness. Pediatr Exerc Sci 2019; 31:356-362. [PMID: 30612529 DOI: 10.1123/pes.2018-0128] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 10/30/2018] [Accepted: 11/13/2018] [Indexed: 11/18/2022]
Abstract
PURPOSE To assess physical activity outcomes of a pedometer-based physically active learning (PAL) intervention in primary school children. METHODS Six paired schools were randomly allocated to either a 6-week teacher-led pedometer-based physically active learning intervention or a control (n = 154, female = 60%, age = 9.9 [0.3] y). Accelerometers assessed total daily sedentary time, light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA). Preintervention mean daily MVPA minutes grouped participants as Low Active (<45 min/d) and High Active (≥45 min/d). RESULTS From the final sample size, the intervention (n = 52) significantly improved LPA versus control (n = 31, P = .04), by reducing sedentary time. More intervention (+10%) than control (+3%) pupils met the 60 minutes per day guidelines. In both intervention subgroups, pupils spent less time in LPA (P < .05) versus control. The greatest nonsignificant increase was found in the Low Active pupils MVPA levels. CONCLUSIONS Improvements in LPA were statistically significant in the intervention versus control group. In subgroup analysis, Low Active pupils in the intervention showed the greatest beneficial effects and the Most Active pupils may have replaced MVPA and sedentary time with LPA. The intervention group housed clusters of pupils showing variable responsiveness, justifying routine examination of subgroup variability in future studies.
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da Costa BG, da Silva KS, da Silva JA, Minatto G, de Lima LR, Petroski EL. Sociodemographic, biological, and psychosocial correlates of light- and moderate-to-vigorous-intensity physical activity during school time, recesses, and physical education classes. JOURNAL OF SPORT AND HEALTH SCIENCE 2019; 8:177-182. [PMID: 30997264 PMCID: PMC6450918 DOI: 10.1016/j.jshs.2017.05.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2016] [Revised: 02/07/2017] [Accepted: 03/22/2017] [Indexed: 06/09/2023]
Abstract
BACKGROUND Identifying factors associated with physical activity (PA) is useful in planning interventions and policies. The aim of this study was to identify sociodemographic, biological, and psychosocial factors associated with PA performed in school settings. METHODS Data collected for the present study included gender, age, socioeconomic status, body fat percentage, aerobic fitness, self-efficacy, attitudes, peer and parental support, and perception of school environment. Dependent variables were light-intensity PA (LPA) and moderate-to-vigorous-intensity PA (MVPA) performed during school time, recesses, and physical education (PE) classes. Multiple regression analyses were performed. RESULTS Participating adolescents (n = 567, 53% female, 12.9 ± 5.3 years) spent 5% of school time in MVPA and 27% in LPA, 15% of recesses in MVPA and 44% in LPA, and 16% of PE classes in MVPA and 41% in LPA. Boys engaged in more MVPA in all categories. Age was inversely related with MVPA and LPA in all periods, whereas body fat percentage was inversely related with MVPA in school time and PE classes. Attitude was inversely related with MVPA in all periods and with LPA in recesses. Considering PA to be good and enjoyable was positively associated with MVPA in school time. CONCLUSION Adolescents spent little time in PA during school. Future interventions should implement enjoyable activities at school.
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Affiliation(s)
- Bruno G.G. da Costa
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Kelly S. da Silva
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
- Department of Physical Education, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Jaqueline A. da Silva
- Research Centre in Physical Activity and Health, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Giseli Minatto
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Luiz R.A. de Lima
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
| | - Edio L. Petroski
- Department of Physical Education, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
- Research Centre in Kineanthropometry and Human Development, Federal University of Santa Catarina, Florianópolis, SC 88040-900, Brazil
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da Costa BGG, da Silva KS, Bandeira AS, Martins CR, Vieira JAJ, Petroski EL. Pattern of Sedentary Behavior in Different Periods of School Time of Brazilian Adolescents. THE JOURNAL OF SCHOOL HEALTH 2019; 89:99-105. [PMID: 30604452 DOI: 10.1111/josh.12716] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2016] [Revised: 01/05/2018] [Accepted: 10/04/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Sedentary behavior (SB) is related to unhealthy outcomes and is performed in many contexts, including school. The aim of this study was to identify sociodemographic, biological, and psychosocial correlates of SB performed at school in a sample of adolescents. METHODS Adolescents provided information regarding sex, age, socioeconomic status, and psychosocial variables related to physical activity (self-efficacy, attitudes, perception of school environment, peer and parental support). Body fat was estimated using skinfolds, and maximum aerobic capacity with a 20 m shuttle run. Adolescents wore accelerometers and SB performed during class time, physical education (PE) classes, and recesses was estimated. RESULTS Adolescents (N = 567, 53% female, 12.9 ± 5.3 years old) spent 67% of class time, 41% of PE classes, and 41% of recesses in SB. Girls spent more time in SB, and age was negatively associated with SB. Body fat was positively associated with SB in class time and PE classes. Peer support for physical activity was negatively associated with SB in class time, whereas attitudes related to physical activity were negatively associated with SB during PE classes and recesses. CONCLUSION Adolescents spend long periods in SB at school, even during opportunities to be active like PE classes and recesses.
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Affiliation(s)
- Bruno G G da Costa
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
| | - Kelly S da Silva
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
- Research Center in Physical Activity and Health, Federal University of Santa Catarina
- Department of Physical Education, Federal University of Santa Catarina
| | - Alexsandra S Bandeira
- Research Center in Physical Activity and Health (Room 48), Center of Sports, Campus João David Ferreira Lima Florianópolis, Santa Catarina State 88040-900, Brazil
- Research Center in Physical Activity and Health - Federal University of Santa Catarina
| | - Cilene R Martins
- Methodist College of Santa Maria - FAMES, Dr. Turi Street, 2003, Downtown Neighborhood, Santa Maria, Rio Grande do Sul State 97010-200, Brazil
| | - Jéssika A J Vieira
- Center for Research in Kineanthropometry and Human Performance - Federal University of Santa Catarina
- Center for Research in Kineanthropometry and Human Performance, Center of Sports, Campus João David Ferreira Lima, Florianópolis, Santa Catarina State 88040-900, Brazil
| | - Edio L Petroski
- Center for Research in Kineanthropometry and Human Performance - Federal University of Santa Catarina
- Department of Physical Education - Federal University of Santa Catarina Center for Research in Kineanthropometry and Human Performance, Center of Sports, Campus João David Ferreira Lima, Florianópolis, Santa Catarina State 88040-900, Brazil
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Seljebotn PH, Skage I, Riskedal A, Olsen M, Kvalø SE, Dyrstad SM. Physically active academic lessons and effect on physical activity and aerobic fitness. The Active School study: A cluster randomized controlled trial. Prev Med Rep 2018; 13:183-188. [PMID: 30656132 PMCID: PMC6329195 DOI: 10.1016/j.pmedr.2018.12.009] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2018] [Revised: 12/18/2018] [Accepted: 12/21/2018] [Indexed: 11/25/2022] Open
Abstract
The Active School program was designed to positively impact health and academic-related outcomes in school. The core intervention component was physically active academic lessons, a teaching activity that combines physical activity and educational content. The purpose of this study was to investigate the effect of a 10-month, cluster-randomized controlled trial on physical activity level and aerobic fitness conducted in the city of Stavanger, Norway, in 2014-15. The physical activity level during physically active academic lessons was also studied. A total of 447 children (9-10 years) participated. The weekly intervention consisted of physically active academic lessons, physically active homework and physically active recess. Physical activity level and aerobic fitness were measured objectively by accelerometry and a 10-minute interval running test. Intervention effects were found for time in moderate to vigorous physical activity (MVPA) (adjusted mean difference of 8 min/day, 95% CI: 3.4-13, p < 0.001) and total physical activity (60 counts/min, 95% CI: 15-105, p = 0.009). Children with low aerobic fitness increased their running distance compared to controls (d = 0.46; p = 0.001). During physically active academic lessons children spent 26% of the time in MVPA, which was comparable to physical education lessons. The Active School program successfully increased physical activity for the intervention group and aerobic fitness for the least fit children. The activity level during physically active academic lessons was as high as in physical education lessons. Clinicaltrail.gov ID identifier: NCT03436355.
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Affiliation(s)
- Per Helge Seljebotn
- Department of Physical Therapy and Occupational Therapy, Municipality of Stavanger, 4016 Stavanger, Norway
| | - Ingrid Skage
- Department of Education and Sport Science, University of Stavanger, 4036 Stavanger, Norway.,Department of children, youth and education, Municipality of Stavanger, 4036 Stavanger, Norway
| | - Anette Riskedal
- Department of Physical Therapy and Occupational Therapy, Municipality of Stavanger, 4016 Stavanger, Norway
| | - Marta Olsen
- Department of Physical Therapy and Occupational Therapy, Municipality of Stavanger, 4016 Stavanger, Norway
| | - Silje Eikanger Kvalø
- Department of Education and Sport Science, University of Stavanger, 4036 Stavanger, Norway
| | - Sindre M Dyrstad
- Department of Education and Sport Science, University of Stavanger, 4036 Stavanger, Norway.,Department of Public Health, University of Stavanger, 4036 Stavanger, Norway
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da Costa BGG, da Silva KS, Malheiros LEA, Minatto G, de Lima LRA, Petroski EL. Are adolescents really being sedentary or inactive when at school? An analysis of sedentary behaviour and physical activity bouts. Eur J Pediatr 2018; 177:1705-1710. [PMID: 30182218 DOI: 10.1007/s00431-018-3233-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2017] [Revised: 08/22/2018] [Accepted: 08/24/2018] [Indexed: 01/02/2023]
Abstract
This study analysed physical activity (PA) and sedentary behaviour (SB) performed in bouts during schooltime. Adolescents of two schools answered a questionnaire, had their height and weight measured and wore accelerometers during schooltime. Moderate-to-vigorous intensity PA was estimated in bouts of 2, 5 and 10 min, and SB in bouts of 5, 10, 30 and 60 min. Body mass index was calculated, and adolescents were classified as overweight or normal weight. Frequency, duration and volume of PA and SB were calculated for the whole sample and for those who performed at least one bout weekly. PA and SB differences between gender and weight status were tested using Mann-Whitney and t tests. A total of 415 adolescents (54% girls, 12.3 ± 1.3 years old, 34.6% overweight) performed 0.1 (± 0.2), 0.2 (± 0.5) and 0.4 (± 0.6) bouts of 10, 5 and 2 min of PA, and 10.6 (± 2.0), 6.0 (± 1.3), 1.1 (± 0.9) and 0.4 (± 0.5) bouts/day of 5, 10, 30 and 60 min of SB, respectively. Boys accumulated less SB and more PA in bouts. No differences were found for weight status.Conclusion: Adolescents hardly engaged in bouted PA and accumulated more SB in smaller bouts during schooltime. Bouted PA and SB were not associated with weight status. What is Known: • Adolescents are not engaging in enough PA and are accumulating large volumes of SB, which might negatively impact their health. • Schools play an important role in daily overall PA, with opportunities such as PE classes and recesses. But most classes are still undertaken in seated positions. What is New: • Adolescents hardly engage in bouted (> 10 m) PA when at school., and most SB is accumulated in short bouts (≤ 10m). • Weight status was not associated with bouted PA or SB at school.
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Affiliation(s)
- Bruno Gonçalves Galdino da Costa
- Center of Sports, Research Center in Physical Activity and Health, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil.
| | - Kelly Samara da Silva
- Center of Sports, Research Center in Physical Activity and Health, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
| | - Luís Eduardo Argenta Malheiros
- Center of Sports, Research Center in Physical Activity and Health, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
| | - Giseli Minatto
- Center of Sports, Research Center in Physical Activity and Health, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
- Research Center in Kineanthropometry and Human Performance, Center of Sports, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
| | - Luiz Rodrigo Augustemak de Lima
- Research Center in Kineanthropometry and Human Performance, Center of Sports, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
| | - Edio Luiz Petroski
- Research Center in Kineanthropometry and Human Performance, Center of Sports, Federal University of Santa Catarina, Campus João David Ferreira Lima, Florianópolis, Santa Catarina, 88040-900, Brazil
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Ee J, Parry S, Oliveira BID, McVeigh JA, Howie E, Straker L. Does a Classroom Standing Desk Intervention Modify Standing and Sitting Behaviour and Musculoskeletal Symptoms during School Time and Physical Activity during Waking Time? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15081668. [PMID: 30082657 PMCID: PMC6121556 DOI: 10.3390/ijerph15081668] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 07/25/2018] [Accepted: 08/02/2018] [Indexed: 01/03/2023]
Abstract
Children are increasingly spending more time sedentary at school and during leisure time. This study examined the effects of a standing desk intervention in a classroom on children's standing and sitting time at school, sedentary and physical activity levels throughout the day (waking hours), and musculoskeletal discomfort. A within-subjects crossover study design was used. Participants used either a standing desk or traditional seated desk for 21 days before swapping desks for another 21 days. Accelerometry and musculoskeletal discomfort data were collected during the last seven days of each 21-day period. Mixed models were used to analyse accelerometry data. Zero-inflated regression models and logistic regression models were used to analyse discomfort data. Forty-seven male students (aged 10⁻11 years) participated in the study. Standing time was 21 min/school day higher (p < 0.001) and sitting time was 24 min/school day lower (p = 0.003) when standing desks were used. No significant differences were found in sedentary and physical activity time during waking hours between the standing desk and seated desk conditions. Students were less likely to report musculoskeletal discomfort in the neck, shoulder, elbows and lower back when using standing desks (OR 0.52⁻0.74). Standing desks significantly increased classroom standing time and decreased musculoskeletal discomfort reports but had no overall effect on daily physical activity levels. Schools should consider moving towards classrooms enabling a variety of postures to potentially improve the long-term health of children.
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Affiliation(s)
- Jolyn Ee
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Sharon Parry
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | | | - Joanne A McVeigh
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Erin Howie
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
| | - Leon Straker
- Curtin University, Kent Street, Bentley, Perth 6102, Western Australia, Australia.
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Suzuki I, Okuda M, Tanaka M, Inoue S, Tanaka S, Tanaka C. Variability in school children's activity occurs in the recess and before-school periods. Pediatr Int 2018; 60:727-734. [PMID: 29892996 DOI: 10.1111/ped.13616] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2017] [Revised: 02/13/2018] [Accepted: 03/20/2018] [Indexed: 11/29/2022]
Abstract
BACKGROUND An accurate description of physical activity (PA) at school is required for appropriate health interventions. We examined PA patterns in children, and identified the time periods that influenced them. METHODS Forty students in five Japanese primary schools were asked to wear triaxial accelerometers for ≥7 days. We obtained coefficients of variance (CV) at 15 min intervals, and conducted factor analysis of the school periods. A questionnaire was used to investigate where students spent time before school, and during recess. RESULTS The amount of PA, and its CV were higher around 8 a.m. (before-school period), 10 a.m. (morning recess), 1 p.m. (lunch recess), and 4 p.m. (commuting home from school). Moderate-vigorous PA (MVPA; ≥3.0 metabolic equivalent units [MET]) was highest during lunch recess and the after-school period (12.9 ± 7.4 min and 12.6 ± 6.2 min, respectively). The percentage of MVPA time was high (>15%) in the before-school period and morning and lunch recesses, but low (10%) in the after-school period. On factor analysis there were differences in PA patterns between the school period and the after-school period. The students who spent their time in the playground logged more MVPA time and less sedentary time (≤1.5 MET) than those who did not spend their time in the playground. CONCLUSION Activities before school, and in the morning and lunch recesses influenced daily PA, and were different from after-school PA. Close attention to these periods may help in defining PA parameters during free time at school for PA interventions in children.
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Affiliation(s)
- Iku Suzuki
- School of Medicine, Yamaguchi University, Ube, Japan
| | - Masayuki Okuda
- Graduate School of Sciences and Technology for Innovation, Yamaguchi University, Ube, Japan
| | - Maki Tanaka
- Department of Child Education, Kyoto Seibo College, Fushimi, Kyoto, Japan
| | - Shigeru Inoue
- Department of Preventive Medicine and Public Health, Tokyo Medical University, Tokiwamachi, Machida, Tokyo, Japan
| | - Shigeho Tanaka
- Department of Nutrition and Metabolism, National Institute of Health and Nutrition, National Institutes of Biomedical Innovation, Health and Nutrition, Shinjuku, Japan
| | - Chiaki Tanaka
- Division of Integrated Sciences, J. F. Oberlin University, Tokiwamachi, Machida, Tokyo, Japan
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Woods AM, McLoughlin GM, Kern BD, Graber KC. What's Physical Activity Got to Do With It? Social Trends in Less Active Students at Recess. THE JOURNAL OF SCHOOL HEALTH 2018; 88:500-507. [PMID: 29864206 DOI: 10.1111/josh.12637] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Revised: 08/12/2017] [Accepted: 01/29/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Public health concerns regarding childhood obesity and sedentary behavior make investigations of children's physical activity (PA) promotion crucial. School recess, a highly discretional time, plays a central role in shaping children's activity preferences. METHODS Participants included 40 children (30 girls, 10 boys) from fourth and fifth grades, categorized as low active during recess (<26% moderate-to-vigorous PA [MVPA]). PA was measured via accelerometer (Actigraph wGT3X+) and activity choice gauged through a self-report measure over a 3-day period. To assess attitudes and perceptions of recess, individual interviews were conducted. Accelerometer data were analyzed into minutes and percentage of MVPA; interviews were transcribed verbatim and analyzed utilizing open and axial coding. RESULTS Participants were active for 18% of recess, choosing activities that were primarily individual-based. Interview data showed low active children attribute recess enjoyment to social interaction and time away from schoolwork as well as an intention to avoid other children who were unkind and/or caused social conflict. CONCLUSIONS This study supports the importance of gaining a child's perspective of their own behavior, particularly those children classified as less active. Findings add a unique contribution to school health research through an innovative, child-centered approach to explore perceptions of PA.
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Affiliation(s)
- Amelia Mays Woods
- Department of Kinesiology and Community Health, University of Illinois, 906 S. Goodwin Avenue, Urbana, IL 61801
| | - Gabriella M McLoughlin
- Department of Kinesiology and Community Health, University of Illinois, 906 S. Goodwin Avenue, Urbana, IL 61801
| | - Ben D Kern
- School of Kinesiology, University of Louisiana at Lafayette, 138-A Bourgeois Hall, 225 Cajundome Blvd, Lafayette, LA 70503
| | - Kim C Graber
- Department of Kinesiology and Community Health, University of Illinois, 906 S. Goodwin Avenue, Urbana, IL 61801
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A stepped-wedge implementation and evaluation of the healthy active peaceful playgrounds for youth (HAPPY) intervention. BMC Public Health 2018; 18:532. [PMID: 29678155 PMCID: PMC5910562 DOI: 10.1186/s12889-018-5397-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2017] [Accepted: 04/03/2018] [Indexed: 01/22/2023] Open
Abstract
Background Increasing physical activity in children is a health priority. The Healthy Active Peaceful Playgrounds for Youth (HAPPY) study aimed to examine a multi-component playground intervention designed to increase the proportion of physical activity during recess and lunch of primary school students. Methods The 2016 Australian focused HAPPY Study was a 12-month, metropolitan primary school based intervention, which was evaluated using a stepped wedge design. The intervention combined teacher development, environmental modifications, and peer support, with the outcomes of increasing physical activity, and analysing students’ sources of social support to be physically active. Results Between baseline and follow-up, the proportion of students involved in vigorous activities during recess and lunch times increased significantly from 15 to 25% (p < 0.001). No differences were recorded in sources of social support. Conclusions The HAPPY project demonstrated an increase in the proportion of physical activity intensity during recess and lunch times in primary schools, although further investigation is required to determine what components of the study had the greatest effect. Trial registration This study was retrospectively registered with the Australian and New Zealand Clinical Trials Registry ACTRN12616000575437. Date of registration: 4 May 2016.
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