Extracurricular school-based sports as a motivating vehicle for sports participation in youth: a cross-sectional study

The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis

Friendships can positively impact students' academic performance and grade point average (GPA) by providing emotional support and reducing stress, thereby leading to improved focus and better concentration on studies. Peer connections and friendships often result in collaborative learning and the exchange of academic ideas, improving comprehension and retention of course materials, ultimately leading to higher GPAs. In contrast, negative friendships or excessive social distractions can adversely affect GPA, which highlights the importance of striking a fine balance between social connections and academic responsibilities. This systematic review and meta-analysis adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. It involved a thorough electronic search on PubMed, Ebsco, and Web of Science databases with no time restrictions. We considered studies from various parts of the world, which examined friendships and relations within the academic setting. This review delved into the substantial impact of friendships in academic settings. Friendships foster a supportive environment for collaboration and knowledge-sharing, ultimately enhancing motivation, reducing stress, and improving GPA, thereby contributing to a successful academic experience. While disparities were noted across studies due to geographical variations, study designs, and outcome measures, the majority of them revealed a positive correlation between friendship and academic performance. Some studies highlighted gender-related differences, with male friendships often proving beneficial for academic performance, though this is not a universal rule, as the quality of friendships mostly depends on compatibility rather than gender. To sum up, the extensive review of research underscores the pivotal role of friendships in academic settings, which act as crucial support systems for collaboration, knowledge-sharing, and motivation among students, leading to enhanced academic performance. Despite regional and methodological variations, a consistent positive correlation between friendship and academic success was observed across diverse studies.

Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study

Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.

Students' Perspectives on School Sports Trips in the Context of Participation and Democratic Education

School sports trips, as a part of extracurricular physical education (PE), are a very important addition to regular PE, with benefits for not only physical activity behavior, but also for personal development and social inclusion. To better understand the relevance for students, the aim of this study was to look at their perspectives on school sports trips in terms of involvement, active participation, and co-designing opportunities. Therefore, 14 group interviews with 47 students (age: M = 13.9; SD = 0.9 years) were held in three exemplary secondary schools in Austria. The following six topics were derived from a qualitative text analysis: (a) the relevance for the students, (b) the motives for (non-) participation, (c) positive experiences, (d) barriers and challenges, (e) desired changes and ideas of the students, and (f) feedback opportunities. The results indicate that students are highly motivated to put forward their ideas for designing school sports trips in terms of physical activity and social components. This can further be considered for the planning and implementation of extracurricular PE, to make this an enjoyable experience for both students and teachers, promoting the relevance of physical activity in schools and beyond.

Differences in American adolescent sport participation during the COVID-19 pandemic by learning mode: A national survey

This study aimed to examine the relation between learning mode with sport participation and compare participation prevalence in different settings by learning mode among United States adolescents during the COVID-19 pandemic. A cross-sectional, national survey was conducted by a market research company (December 2021-January 2022) among parents whose child participated in sports pre-pandemic. Parents were asked about their child's learning mode (in-person, online, hybrid); sports participation (yes/no) during the pandemic; and participation setting (school, community, club/elite). Weighted logistic regression models examined the relation between learning mode with sport participation. Weighted prevalence estimates of participation setting were compared by learning mode. Among youth included in the analysis (n = 500; Mean_age = 14.0 years), 71.0% played sports during the pandemic. Learning mode was significantly associated with participating (versus not participating) among adolescents attending school online (aOR = 0.09; 95% CI: 0.04-0.18) and in a hybrid modality (aOR = 0.30; 95% CI: 0.15-0.58) versus those attending in-person. Those attending school online (versus in-person or hybrid) had significantly lower participation prevalence in community, school, and club/elite sports. Findings may reflect parents opting out of in-person activities or schools canceling organized sport opportunities. To inform engagement strategies, research is needed to understand reasons for declined participation and extent to which participation resumed.

Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active

This study examined the relationship between extracurricular physical activity (PA) levels and students’ motivational and emotional experience during physical education (PE) classes and how this psychological experience can predict the intention to be physically active. The sample consisted of 811 Spanish secondary education students (371 boys and 440 girls) aged between 11 and 17 years (M = 13.15, SD = 1.16). Students completed questionnaires about their PA levels, their intention to be physically active, and their motivational and emotional experience during PE classes. A cluster analysis was used to classify the students according to their level of extracurricular PA. Based on a regression analysis, the variables enjoyment, pride, hopelessness, competence, satisfaction, and autonomous motivation played the highest role, predicting the intention to be physically active in the future. Statistical differences were found among the different PA profiles in these variables during the PE classes (MANCOVA). In conclusion, hours of PA outside school have a high relationship with the students’ emotional and motivational experience in their PE classes, which is related with the intention to practise PA in the future. A series of strategies have been proposed at both the institutional level and the teacher level to improve the PE psychological experience of those students who practise less extracurricular PA.

Sports participation and preterm birth: a nationwide birth cohort in Japan

BACKGROUND

Children born preterm may be less physically active than children born term because of neurocognitive problems, reduced lung function, and poor physical fitness. We evaluated sports participation of children and adolescents who had been born preterm (<37 weeks) and early term (37-38 weeks) in 2001.

METHODS

Data from a nationwide longitudinal survey (n = 47,015, including 2375 children born preterm) were analyzed. As indicators of sports participation, we used responses to questions about participation in sports clubs at 7 and 10 years old and in extracurricular school sports at 15 years old.

RESULTS

Children born very preterm (25-31 weeks) and moderately to late preterm (32-36 weeks) were less likely to participate in sports clubs at 7, 10, and 15 years old than children born full term (39-41 weeks). Compared with children born full term, the adjusted risk ratios for participation in extracurricular school sports at 15 years old were 0.86 (95% confidence interval: 0.75-0.98) for children born very preterm, 0.92 (0.88-0.97) for children born moderately to late preterm, and 1.00 (0.98-1.02) for children born early term.

CONCLUSIONS

Our findings suggest that preterm birth is associated with less participation in organized sports during childhood and adolescence than full-term birth.

IMPACT

Research investigating associations between preterm birth and physical activity among children born in the 2000s is limited. This study shows that preterm birth was associated with less participation in organized sports during childhood and adolescence than full-term birth, especially in boys, and the participation in organized sports of children born preterm decreased as gestation shortened. During childhood, boys born early term were also less likely to participate in organized sports than boys born full term, suggesting a continuum with preterm births. These findings offer important additional insights into the limited evidence available for predicting future health outcomes for preterm infants.

Exploring the Decisional Drivers of Deviance: A Qualitative Study of Institutionalized Adolescents in Malaysia

Adolescents who break the law or deviate from social norms are often criminalized as their behavior is perceived as resulting from conscious choices. However, it is likely that such choices result from their circumstances, namely the failure of their proximal environment to safeguard their wellbeing. The purpose of this study was to gain an in-depth understanding of the background variables and choices that led these institutionalized adolescents down the road of deviance. We conducted a qualitative study using semi-structured in-depth interviews, conducted between March and May 2018, with 18 participants aged between 15 to 19 years. Participants were purposefully sampled from various welfare institutions in the states of Kuala Lumpur and Selangor, Malaysia. Audio recordings of interviews were transcribed verbatim and analyzed thematically. We found three core themes, (i) Sources of Distress, (ii) Drivers of Deviance, and (iii) Adjustment Strategies for Coping with Distress, which appeared to have influenced participants’ life trajectories and eventual institutionalization. The findings showed that participants were disadvantaged by backgrounds of risk and vulnerability, characterized by a lack of social support and opportunities for personal development, negative schooling experiences, and negative peer interactions. Substance abuse, which provided a coping strategy for the participants, may have further contributed to their delinquency. Drawing upon the socio ecological model (SEM), we systematically identify interventional opportunities at the individual, community, and policy levels to safeguard the wellbeing of at-risk adolescents. We make recommendations aimed at improving the family dynamics, promoting a healthy schooling experience, and transforming neighborhoods into a safe and nurturing environment.

24-hour movement behaviour profiles and their transition in children aged 5.5 and 8 years - findings from a prospective cohort study

BACKGROUND

Time spent in movement behaviours, including physical activity (PA), sedentary behaviour (SB) and sleep, across the 24-h day may have distinct health consequences. We aimed to describe 24-h movement behaviour (24 h-MB) profiles in children and how profile membership changed from age 5.5 to 8 years.

METHODS

Children in the Growing Up in Singapore Towards healthy Outcomes (GUSTO) cohort were asked to wear an accelerometer (ActiGraph-GT3X+) on their wrist for seven consecutive days at ages 5.5 and 8 years to measure 24 h-MB patterns. Time spent in night sleep, inactivity (proxy for SB), light PA, moderate PA (MPA), and vigorous PA (VPA) per day were calculated using the R-package GGIR 2.0. Using latent profile analyses (n = 442) we identified 24 h-MB profiles, which were given animal names to convey key characteristics. Latent transition analyses were used to describe the profile membership transition from ages 5.5 to 8 years. Associations with sex and ethnicity were examined.

RESULTS

We identified four profiles, "Rabbits" (very high-MPA/VPA, low-inactivity and average-night-sleep), "Chimpanzees" (high-MPA, low-inactivity and average-night-sleep), "Pandas" (low-PA, high-inactivity and high-night-sleep) and "Owls" (low-PA, high-inactivity and low-night-sleep), among children at both time points. At ages 5.5 and 8 years, the majority of children were classified into profiles of "Chimpanzees" (51 and 39%, respectively) and "Pandas" (24 and 37%). Half of the sample (49%), particularly "Rabbits", remained in the same profile at ages 5.5 and 8 years: among children who changed profile the predominant transitions occurred from "Chimpanzees" (27%) and "Owls" (56%) profiles to "Pandas". Sex, but not ethnicity, was associated with profile membership: compared to girls, boys were more likely to be in the "Rabbits" profile (adjusted OR [95% CI]: 3.6 [1.4, 9.7] and 4.5 [1.8, 10.9] at ages 5.5 and 8 years, respectively) and less likely to be in the "Pandas" profile (0.5 [0.3, 0.9] and 0.4 [0.2, 0.6]) at both ages.

CONCLUSIONS

With increasing age about half the children stayed in the same of four 24 h-MB profiles, while the predominant transition for the remaining children was towards lower PA, higher inactivity and longer sleep duration. These findings can aid development and implementation of public health strategies to promote better health.

STUDY REGISTRATION

This study was registered on 4th August 2010 and is available online at ClinicalTrials.gov: NCT01174875 .

Examining If Changes in the Type of School-Based Intramural Programs Affect Youth Physical Activity over Time: A Natural Experiment Evaluation

(1) School-based physical activity programs such as intramurals provide youth with inclusive opportunities to be physically active, yet we know little about how types of intramurals (e.g., team and individual sports) may contribute to youth MVPA. This research aims to evaluate how real-world changes in types of intramurals available in schools impact youth physical activity over time. (2) This study used three years of longitudinal school- and student-level data from Ontario schools participating in year 5 (2016–2017), year 6 (2017–2018) and year 7 (2018–2019) of the COMPASS study. Data on types of intramural programs from 55 schools were obtained, baseline demographic characteristics were measured and data on physical activity and sport participation were collected on a sample of 4417 students. Hierarchical linear mixed regression models were used to estimate how changes in the type of intramurals associate with youth MVPA over time. (3) Regardless of participation, adding individual and team intramurals was significantly and positively associated with female MVPA in Y6. (4) The indirect, but positive relationship between adding individual and team intramurals and female MVPA may be explained by other characteristics of the school environment that are conducive to female MVPA.

Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation

This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children’s (N = 206; 112 boys; M_age = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated assessment tools. Cluster analyses identified three profiles with completely convergent levels of AMC, PMC, and OSP and three profiles with partially convergent levels. Children in the convergent profiles with average to high levels of AMC, PMC, and OSP had the most optimal profile, as they combined a healthier weight status with elevated levels of autonomous motivation, while the opposite was true for children with low levels on all three cluster-variables. Partially convergent profiles showed that AMC and PMC appear crucial for weight status, as profiles with relatively low levels of AMC and PMC had the highest weight status, independent of their OSP levels. Overall, the findings highlight the importance of promoting AMC, PMC, and OSP simultaneously to help children in achieving a healthy weight status and being autonomously motivated towards OSP.

Disparities in Youth Sports Participation in the U.S., 2017-2018

INTRODUCTION

In 2019, the National Youth Sports Strategy was released and called for regular analysis, interpretation, and dissemination of U.S. youth sports surveillance data. The purpose of this study is to provide the recent national estimates of U.S. youth aged 6-17 years who participate in sports and examine the differences in participation by demographic characteristics, overall and across age groups.

METHODS

Nationally representative data on parent-reported youth sports participation from the 2017-2018 National Survey of Children's Health (n=36,779) were analyzed in 2019. The prevalence and 95% CIs of youth sports participation were estimated by demographic characteristics, overall and by age group. Investigators assessed the significant (p<0.05) differences and trends in participation using pairwise t-tests and orthogonal polynomial contrasts and effect modification by age group using logistic regression models.

RESULTS

Overall, 57.7% (95% CI=56.6, 58.9) of U.S. youth participated in sports. Participation was highest among youth who were aged 10-13 years, male, and white, non-Hispanic and increased with increasing parent/caregiver education and household income (all p<0.05). Differences in participation by demographic characteristics were more pronounced among younger youth. For example, prevalence by household income level ranged from 32.7% to 79.9% among children aged 6-9 years and from 41.6% to 67.2% among youth aged 14-17 years.

CONCLUSIONS

Although nearly 6 in 10 U.S. youth participate in sports, substantial disparities exist, especially among younger children. Identifying and overcoming the barriers may help increase youth sports participation in the U.S.

Effects of Generalization of Engagement in Parkour from Physical Education to Recess on Physical Activity

PURPOSE

To investigate the effect of generalization of engagement in parkour from physical education (PE) to organized and supervised recess on voluntary participation and moderate-to-vigorous physical activity (MVPA).

METHOD

Children received a 6-day parkour unit in PE and every two lessons they could voluntarily participate in 20-min parkour recess. Fourteen elementary school classes constituting 281 children (8-10 years old) and 16 PE teachers were randomized to either three supervised or three organized parkour recess sessions. During supervised recess, PE teachers supervised to ensure safety, and children could play freely on the parkour landscape. During organized recess, PE teachers provided instructional tasks as well as supervision for safety on the parkour landscape. The parkour landscape in the gymnasium was identical in both recess conditions and similar to previous parkour landscape in PE. Participation and MVPA were measured using systematic observation.

RESULTS

Significantly more children from organized compared to supervised recess participated in all three sessions (60% vs. 43%, p = .008, V = .16). Children showed significantly less sedentary behavior (24% vs. 30%, p = .013, η² = .063) and more MVPA (76% vs. 70%, p = .012, η² = .066) during organized compared to supervised recess. The proportion of total MVPA spent doing parkour was significantly higher in organized compared to supervised recess for low- (36% vs. 24%, p = .005, η² = .082) and high-skilled children (33% vs. 26%, p = .034, η² = .048).

CONCLUSION

Generalization of engagement in parkour was higher in organized compared to supervised recess.

The Effect of Organized Versus Supervised Recess on Elementary School Children’s Participation, Physical Activity, Play, and Social Behavior: A Cluster Randomized Controlled Trial

Background: Recess strategies that increase children’s physical activity and contribute to the daily 60 minutes of moderate to vigorous physical activity (MVPA) are recommended. Methods: A cluster randomized trial was conducted to examine the effect of supervised versus organized recess on children’s participation, physical activity, play, and social behavior. In supervised recess, children were free to play, and physical education (PE) teachers ensured safety. In organized recess, PE teachers provided challenging tasks. Data were collected using systematic observation. Children (N = 281; 8–10 y) from 14 schools received a 6-day parkour unit in PE and three opportunities to participate in a 20-minute parkour recess. Schools were randomized over a supervised and organized parkour recess condition. Results: The majority of children participated in parkour recess (range = 56%–85%), with more boys participating in all 3 organized versus supervised recess sessions (57% vs 35%, P = .01). Boys spent more time in MVPA during organized recess (79% vs 71%, P = .02). Boys and girls spent more time in activity games during organized recess (59% vs 46%, P = .01; 59% vs 47%, P = .001). Conclusion: Organized recess attracted more children and made the largest contribution to daily MVPA.

Barriers to voluntary participation in sport for children: a systematic review

BACKGROUND

Numerous studies have detailed the physical health benefits of children's participation in sport and a growing body of research also highlights the benefits for mental health. Children who participate in sport have also been shown to be advantaged academically. However, despite the benefits there is evidence that children are leading increasingly sedentary lifestyles and are at greater risk of chronic disease than those with active lifestyles. Sport provides an important means for children to achieve their recommended amount of daily physical activity. This systematic review asks 'what are those barriers to children's participation in sport?'

METHODS

Literature searches were carried out in June 2015 using; EMBASE, Medline, CINAHL and SportDiscus using the search terms barrier*, stop*, prevent*, participat*, taking part, Sports/, sport*, "physical education", PE, child*, young person*, adolescen*. These were supplemented with hand searches. A total of 3434 records were identified of which 22 were suitable for inclusion in the review, two additional studies were identified from Google Scholar in November 2016. Both qualitative and quantitative studies were included. Study's included in the review assessed children up to 18 years of age. Study quality was assessed using Critical Appraisal Skills Programme (CASP) tools.

RESULTS

Studies took place in the school environment (n = 14), sports club (n = 1), community setting (n = 8) and adolescent care setting (n = 1). Frequently reported barriers across quantitative studies were 'time' (n = 4), 'cost' (n = 3), 'opportunity/accessibility' (n = 3) and 'friends' (n = 2). Frequently reported barriers across qualitative studies were 'time' (n = 6), 'cost' (n = 5), 'not being good at sport' (n = 6) and 'fear of being judged/embarrassed' (n = 6).

CONCLUSION

Policy makers, parents and teachers should all be aware that 'cost' and 'time' are key barriers to participation in sport. More local sports opportunities are needed where costs are reduced. Schools and local clubs could better work together to provide more affordable local opportunities to increase children's participation in sport.

The Role of Autonomous and Controlled Motivation in Exercise Intentions of Participants in a Mass Cycling Event

Purpose: This study used self-determination theory to examine the role of participants' autonomous and controlled motivation to exercise and to participate in a challenging mass cycling event and investigated whether the event enhanced intended and actual exercise behavior among the participants.

Method: Two hundred and twenty-eight subjects, having participated in the cycling event, completed a questionnaire shortly after the event and again 4 months later. The questionnaire measured self-reported cycling and exercise activity, training in preparation of the event, motivation to participate in the event, motivation to exercise, and future exercise intentions due to the event.

Results: Results showed that most participants were very active in cycling and other sports. The expected positive effect of autonomous motivation on exercise intentions and behavior could not be confirmed in our study. Multiple regression analyses revealed that the event had an enhancing effect on exercise intentions shortly after the event among participants that scored higher on controlled motivation to exercise (β = 0.15) and to participate (β = 0.15); also, participants were more satisfied with the event (β = 0.19) and had followed a preparation program before the event (β = 0.15). However, intentions and exercise behavior distinctively dropped 4 months after the event.

Conclusions: Events aiming to enhance their participants' exercise behavior need to attract less active participants and need to make additional efforts to prevent relapse in intentions and exercise behavior.

The moderating effect of psychosocial factors in the relation between neighborhood walkability and children's physical activity

Background

The study aimed to investigate if psychosocial factors moderate the association between objective walkability and different domains of children’s physical activity (PA). A second aim of the study was to investigate the direct associations between psychosocial factors and children’s PA. Based on previous literature, it was hypothesized that walkability would be more strongly related to PA among children with negative psychosocial profiles.

Methods

Data were collected between December 2011 and May 2013 as part of the Belgian Environmental Physical Activity Study in children (BEPAS-child). In total, data from 494 children and one of their parents were included in the study. Children wore an accelerometer for 7 consecutive days and together with one of their parents, they completed the Flemish Physical Activity Questionnaire. Parents filled out a questionnaire concerning their child’s psychosocial factors toward PA (i.e. parental attitude toward their child’s PA, parental social norm toward their child’s PA, parental support, friend support, children’s self-efficacy, and perceived benefits and barriers toward sports and PA). Neighborhood walkability was calculated using geographical information systems (GIS). Multilevel cross-classified analyses were conducted.

Results

Of the 42 investigated interactions between neighborhood walkability and psychosocial factors in relation to PA among children, only 7 significant interactions were found of which 3 were only significant among children from low-income neighborhoods.

Parental support and self-efficacy were positive correlates of children’s PA in high- and low-income neighborhoods independent of the level of walkability, but effect sizes were small.

Conclusions

The hypothesis that walkability would be more strongly related to PA among children with negative psychosocial profiles could not be confirmed and in general, psychosocial factors and objective walkability did not interact in relation to children’s PA. Focusing on parental support and self-efficacy towards PA can possibly cause small effects on children’s PA in both high- and low-walkable neighborhoods, as well as in high- and low-income neighborhoods.

Electronic supplementary material

The online version of this article (doi:10.1186/s12966-016-0452-0) contains supplementary material, which is available to authorized users.

Effect and cost of an after-school dance programme on the physical activity of 11-12 year old girls: The Bristol Girls Dance Project, a school-based cluster randomised controlled trial

Background

The aim of this study was to examine the effectiveness and cost of an after-school dance intervention at increasing the physical activity levels of Year 7 girls (age 11–12).

Methods

A cluster randomised controlled trial was conducted in 18 secondary schools. Participants were Year 7 girls attending a study school. The Bristol Girls Dance Project (BGDP) intervention consisted of up to forty, 75-minute dance sessions delivered in the period immediately after school by experienced dance instructors over 20-weeks. The pre-specified primary outcome was accelerometer assessed mean minutes of weekday moderate to vigorous physical activity (MVPA) at time 2 (52 weeks are T0 baseline assessments). Secondary outcomes included accelerometer assessed mean minutes of weekday MVPA at time 1 (while the intervention was still running) and psychosocial outcomes. Intervention costs were assessed.

Results

571 girls participated. Valid accelerometer data were collected from 549 girls at baseline with 508 girls providing valid accelerometer data at baseline and time 2. There were no differences between the intervention and control group for accelerometer assessed physical activity at either time 1 or time 2. Only one third of the girls in the intervention arm met the pre-set adherence criteria of attending two thirds of the dance sessions that were available to them. Instrumental variable regression analyses using complier average causal effects provided no evidence of a difference between girls who attended the sessions and the control group. The average cost of the intervention was £73 per girl, which was reduced to £63 when dance instructor travel expenses were excluded.

Conclusion

This trial showed no evidence that an after-school dance programme can increase the physical activity of Year 7 girls. The trial highlighted the difficulty encountered in maintaining attendance in physical activity programmes delivered in secondary schools. There is a need to find new ways to help adolescent girls to be physically active via identifying ways to support and encourage sustained engagement in physical activity over the life course.

Trial registration

ISRCTN52882523

Electronic supplementary material

The online version of this article (doi:10.1186/s12966-015-0289-y) contains supplementary material, which is available to authorized users.

Temporal patterns of physical activity and sedentary behavior in 10-14 year-old children on weekdays

Background

An important but often ignored aspect of physical activity (PA) and sedentary behavior (SB) is the chronological succession of activities, or temporal pattern. The main purposes of this study were (1) to investigate when certain types of PA and SB compete against each other during the course of the day and (2) compare intensity- and domain-specific activity levels during different day-segments.

Methods

The study sample consists of 211 children aged 10–14, recruited from 15 primary and 15 secondary schools. PA was assessed combining the SenseWear Mini Armband (SWM) with an electronic activity diary. The intensity- and domain-specific temporal patterns were plotted and PA differences between different day-segments (i.e., morning, school, early evening and late evening) were examined using repeated-measures ANCOVA models.

Results

Physical activity level (PAL) was highest during the early evening (2.51 MET_SWM) and school hours (2.49 MET_SWM); the late evening segment was significantly less active (2.21 MET_SWM) and showed the highest proportion of sedentary time (54 % of total time-use). Throughout the different day-segments, several domains of PA and SB competed with each other. During the critical early-evening segment, screentime (12 % of time-use) and homework (10 %) were dominant compared to activity domains of sports (4 %) and active leisure (3 %). The domain of active travel competed directly with motor travel during the morning (5 % and 6 % respectively) and early-evening segment (both 8 %).

Conclusions

Throughout the day, different aspects of PA and SB go in competition with each other, especially during the time period immediately after school. Detailed information on the temporal patterns of PA and SB of children could help health professionals to develop more effective PA interventions and promotion strategies. By making adaptations to the typical day schedule of children (e.g., through the introduction of extra-curricular PA after school hours), their daily activity levels might improve.

Electronic supplementary material

The online version of this article (doi:10.1186/s12889-015-2093-7) contains supplementary material, which is available to authorized users.