Contribution of active commuting to and from school to device-measured physical activity levels in young people: A systematic review and meta-analysis

OBJECTIVE

To analyze the contribution of active commuting to and from school (ACS) to device-measured light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) levels in young people aged 6 to 18 years old, as well as, in both trip directions (i.e., home-school, school-home).

METHODS

This systematic review was conducted according to the PRISMA statement, and five different databases were used for the systematic search (PubMed, Web of Science, SPORTdiscuss, Cochrane Library, and National Transportation Library) using PECO strategy.

RESULTS

A total of 14 studies met all the eligibility criteria, which compile 7127 participants. The overall ACS weighted LPA was 19.55 min (95% CI: 3.84-35.26; I2  = 99.9%, p < 0.001) and 68.74 min (95% CI: 6.09-131.39; z = 2.15, p = 0.030) during the home-school and school-home trips, respectively. For MVPA, the overall ACS weighted MVPA was 8.98 min (95% CI: 5.33-12.62; I2  = 99.95%, p < 0.001) during the home-school trip and 20.07 min (95% CI: 13.62-26.53; I2  = 99.62%, p < 0.001) during the school-home trip.

CONCLUSION

ACS may contribute about 48% of the PA recommendations in young people on school days if both trip directions are actively performed. Therefore, future studies aimed at increasing daily PA levels in young population should focus on promoting students' ACS. PROSPERO registration number: CRD42020162004A.

Are 24-hour movement recommendations associated with obesity-related indicators in the young population? A meta-analysis

OBJECTIVE

This study aimed to determine the relationship between meeting all three 24-hour movement recommendations (i.e., physical activity, sleep duration, and screen time) and obesity-related indicators among young people.

METHODS

Four databases were systematically searched (PubMed, Scopus, Web of Science, and Cochrane Library).

RESULTS

Meeting the 24-hour movement recommendations was cross-sectionally associated with lower overall obesity-related indicators (r = -0.09, 95% CI: -0.11 to -0.06), but no longitudinal association was found. Regarding each obesity-related indicator separately, meeting all three recommendations was related to lower odds of overweight/obesity (odds ratio = 0.65, 95% CI: 0.56 to 0.76) and obesity alone (odds ratio = 0.28, 95% CI: 0.16 to 0.50). An inverse relationship between meeting 24-hour movement recommendations and BMI, BMI z score, waist circumference, and body fat was also found. Regarding subgroup analysis, the association between 24-hour movement recommendations and overall obesity-related indicators was similar regardless of sex, comparison used (meeting all three vs. not meeting [i.e., those who met zero to two of the movement behaviors] or meeting all three vs. none), and type of measure to assess 24-hour movement recommendations (i.e., self-reported or accelerometer-based measures).

CONCLUSIONS

Meeting all 24-hour movement recommendations may be a crucial factor in maintaining a healthy weight status in the young population.

What is the role of adherence to 24-Hour Movement Guidelines in relation to physical fitness components among adolescents?

BACKGROUND

Physical inactivity, excessive sedentary time and lack of sleep time have been independently associated with lower health-related physical fitness. However, little is known about the combined association between 24-Hour Movement Guidelines (i.e., physical activity, recreational screen time and sleep duration) and components of physical fitness.

OBJECTIVE

The main aim was to examine the likelihood of having high/very high levels on different components of physical fitness based on meeting with 24-Hour Movement Guidelines.

METHODS

In this cross-sectional study, 1276 Spanish youths (13.07±0.86; 55.88% boys), aged 11 to 16 years, completed self-reported questionnaires on physical activity, recreational screen time and sleep duration. Physical fitness components were assessed by 20-m shuttle-run test, standing long jump test, handgrip strength test and 4 × 10-m shuttle-run test. Meeting the 24-Hour Movement Guidelines was defined as: 9 to 11 h/day (children aged 5 to 13) or 8 to 10 h/day (adolescents aged 14 to 17) of sleep, ≤2 h/day of recreational screen time and at least 60 min/day of moderate-to-vigorous physical activity. The probability of having a high/very high score for each physical fitness components (i.e., ≥60th centile according to the normative cut-off points for European adolescents) in relation to adherence to 24-Hour Movement Guidelines was analysed using a series of binary logistic regressions.

RESULTS

Participants who met the three 24-Hour Movement Guidelines were more likely to have high/very high for cardiorespiratory fitness (OR=3.31; 95% 95% CI]: 1.79, 6.14; p<0.001), standing long jump (OR = 1.91; 95% CI: 1.06, 3.45; p=0.031), muscular fitness (OR = 2.05; 95% CI: 1.09, 3.86; p=0.048) and physical fitness (OR=1.99; 95% CI: 1.08, 3.66; p=0.012), but not for handgrip strength (OR=1.15; 95% CI: 0.64, 2.01; p=0.636) and speed/agility (OR=1.65; 95% CI: 0.92, 2.96; p=0.093), compared to those who did not meet all three recommendations.

CONCLUSION

Since meeting the three 24-Hour Movement Guidelines increased the likelihood of having higher levels in most physical fitness components, it seems necessary to promote these movement behaviours early in life, as they could serve as a gateway for improving health-related fitness in future generations.

Is adherence to the 24-Hour Movement Guidelines associated with Mediterranean dietary patterns in adolescents?

BACKGROUND

Multiple health-risk behaviours such as physical inactivity, excessive recreational screen time, and insufficient sleep have been independently and positively associated with poor adherence to the Mediterranean diet in adolescents. However, little is known about the combined association between 24-Hour Movement Guidelines (i.e., physical activity, screen time, and sleep duration) and adherence to the Mediterranean diet.

OBJECTIVE

The aim of the present study was to examine whether adolescents who meet all three 24-Hour Movement Guidelines report greater adherence to the Mediterranean diet, and the different foods that comprise it, compared to those who do not meet the three recommendations.

METHODS

In this cross-sectional study, 1391 Spanish adolescents (13.08 ± 0.85, 44.82% girls), aged 11-16 years, completed self-reported questionnaires on physical activity, recreational screen time, sleep duration and adherence to the Mediterranean diet. A binary logistic regression analysis was used to predict the likelihood of having an optimal adherence to the Mediterranean diet, as well as different food items, according to the meeting of the three 24-Hour Movement Guidelines. Covariates included were age, sex, socioeconomic status, and body mass index (z-score).

RESULTS

Adolescents who met all three 24-Hour Movement Guidelines obtained higher adherence to the Mediterranean diet than those who did not meet with the three recommendations (β = 1.33, 95% confidence interval [CI]: 0.81, 1.85, p < 0.001). In addition, those who met all three 24-Hour Movement Guidelines were more likely to consume a fruit and vegetables once a day, consume fish regularly, and eat cereal or grains for breakfast (all, p < 0.05), and less likely to consume commercially baked goods or pastries for breakfast and to eat sweets and candies several times a day (all, p < 0.001), compared to those who did not comply with the three 24-Hour Movement Guidelines.

CONCLUSION

Since meeting the three 24-Hour Movement Guidelines seems to be associated with Mediterranean diet eating patterns in adolescents, it seems necessary to promote these movement behaviours from the early stages of life.

24-h movement behaviours in Spanish youth before and after 1-year into the covid-19 pandemic and its relationship to academic performance

Most studies have shown a decline in the adherence to 24-Hour Movement Guidelines because of Covid-19 lockdown. However, there is little evidence regarding changes 1-year after the pandemic in these guidelines and their possible impact on academic performance. The study aims were: (1) to examine the possible changes in 24-Hour Movement Guidelines for youth (i.e., at least 60 min per day of moderate-to-vigorous physical activity, ≤ 2 h per day of recreational screen time, and 9 to 11 h of sleep per day for children and 8 to 10 h for adolescents) before and after 1-year into the Covid-19 pandemic, and (2) to examine the possible changes in the relationship between 24-Hour Movement Behaviours (physical activity, screen time, and sleep duration) and academic performance before and after 1-year into the Covid-19. This is a repeated cross-sectional study in two different samples of young Spanish at different times. Firstly, a total of 844 students (13.12 ± 0.86; 42.7% girls) completed a series of valid and reliable questionnaires about physical activity levels, recreational screen time, sleep duration and academic performance before Covid-19 pandemic (March to June 2018). Secondly, a different sample of 501 students (14.39 ± 1.16; 55.3% girls) completed the same questionnaires 1-year after Covid-19 pandemic (February to March 2021). Adherence to the three 24-Hour Movement Guidelines was significantly lower 1-year after into the Covid-19 pandemic (0.2%) than before the pandemic (3.3%), while adherence to none of these three recommendations was significantly higher 1-year after the Covid-19 pandemic (66.3%) than before the pandemic (28.9%). The positive relationship between physical activity levels and academic performance was no longer significant after 1-year into Covid-19 pandemic (β = − 0.26; p < 0.001). 1-year after Covid-19 pandemic, the relationship between recreational screen time (β = − 0.05; p > 0.05) and sleep duration (β = 0.05; p < 0.001) with academic performance did not change compared to pre-pandemic. The results suggest that 24-Hour Movement Behaviours have worsened among young people 1-year after Covid-19 pandemic compared to pre-pandemic period. Moreover, the physical activity benefits associated in terms of academic performance seem to have disappeared because of the Covid-19 pandemic. Therefore, there is a public health problem that requires priority and coordinated action by schools, policy makers, and researchers to mitigate the adverse effects of the pandemic on 24-Hour Movement Behaviours.

P08-15 More active parents, more active children: Association between mode of commuting and physical activity

Background

A substantial body of research have shown that parents' behaviours are closely linked to children's behaviours. Although some studies have reported positive association between parents' and youths' physical activity, especially in same sex (father-son; mother-daughter), further studies are required to strengthen these preliminary findings. The main objective of this study was to examine the relationship between fathers' and mothers' physical activity and mode of commuting and sons' and daughters' physical activity and mode of commuting.

Methods

This cross-sectional study included 1,372 participants, 686 parents (43.4±6.5 years; mothers: 52.8%) and 439 children (age: 9.7±1.7 years; girls: 65.1%) and 246 adolescents (14±1.7 years; girls: 68.3%). Each participant completed a self-report questionnaire on physical activity (Parents: IPAQ; Children: YAP) and commuting patterns (PACO: Pedalea y Anda al Cole). The parents completed and signed an informed consent on the characteristics of the study, which was approved by the corresponding ethics committee. Descriptive statistics (mean, standard deviation, and frequency distribution) and chi-square test (p > 0.05) were used to examine this association. Odds ratio (OR) and confidence interval 95% (CI) were used to determine the degree of association.

Results

Most of the sample did not meet Physical activity recommendations, particularly adolescents and parents (children: 46.4%; adolescents: 6.5%; and parents: 7.2%). Less than one third of the sample commute to school/work actively (children: 31.6%; adolescents: 31.0%; and parents: 31.6%). Only the fathers' physical activity was positively associated with their female childreńs physical activity (OR = 2,477, 95%CI: 1,144-5,362). A positive association between fathers' active commuting to work and their children' commuting to school was only found in girls (Girls OR = 2,890, 95%CI: 1,336-6,251), but this relationship was not found in boys' children and adolescents. And another association was found between motherśactive commuting to work and their childreńs commuting (Girls OR = 3,242, 95%CI: 1,343-7,828; Boys OR = 6,381, 95%CI: 2,530-16,091), but not with adolescents.

Conclusions

Parent's physical activity and active commuting to work are closely linked to their children's physical activity and active commuting to school, especially in girls. This study emphasizes the importance to involve parents in school-based interventions to create a positive ripple effect in Physical activity-related behaviours.

Prevalence of meeting 24-Hour Movement Guidelines from pre-school to adolescence: A systematic review and meta-analysis including 387,437 participants and 23 countries

BACKGROUND

Meeting the 24-Hour Movement Guidelines (physical activity, screen time, and sleep duration) has been associated with positive health indicators. However, there are no previous meta-analyses that have examined the overall adherence to the 24-Hour Movement Guidelines from pre-school to adolescence across the world. Therefore, the main purpose of this systematic review and meta-analysis was to examine the overall (non)adherence to the 24-Hour Movement Guidelines among preschoolers, children, and adolescents worldwide.

METHODS

Four electronic databases (MEDLINE, Scopus, Web of Science, and Cochrane Database of Systematic Reviews) were searched for quantitative studies published in Spanish and English between January 2016 and May 2021. Studies that were conducted with apparently healthy participants and reported the overall (non)adherence to the 24-Hour Movement Guidelines in preschoolers and/or children and/or adolescents were included.

RESULTS

Sixty-three studies comprising 387,437 individuals (51% girls) aged 3-18 years from 23 countries were included. Overall, 7.12% (95% confidence interval (95%CI): 6.45%-7.78%) of youth met all three 24-Hour Movement Guidelines, and 19.21% (95%CI: 16.73%-21.69%) met none of the 3 recommendations. Concerning sex, adherence to all recommendations was significantly lower in girls (3.75%, 95%CI: 3.23%-4.27%) than in boys (6.89%, 95%CI: 5.89%-7.89%) (p < 0.001). However, there were no sex differences regarding adherence to any of the 3 individual recommendations (girls, 15.66%, 95%CI: 8.40%-22.92%; boys, 12.95%, 95%CI: 6.57%-19.33%). In terms of age group, adherence to the 3 recommendations was 11.26% (95%CI: 8.68%-13.84%), 10.31% (95%CI: 7.49%-13.12%), and 2.68% (95%CI: 1.78%-3.58%) in preschoolers, children, and adolescents, respectively. Conversely, 8.81% (95%CI: 5.97%-11.64%) of preschoolers, 15.57% (95%CI: 11.60%-19.54%) of children, and 28.59% (95%CI: 22.42%-34.75%) of adolescents did not meet any of the recommendations. South America was the region with the lowest adherence (all: 2.93%; none: 31.72%). Overall adherence to the 24-Hour Movement Guidelines was positively related to country Human Development Index (β = -0.37, 95%CI: -0.65 to -0.09; p = 0.010).

CONCLUSION

Most young people fail to meet the three 24-Hour Movement Guidelines, particularly adolescents, girls, and those who are from countries with a lower Human Development Index. Moreover, 1 in 5 young people did not meet any of these recommendations. Therefore, these results highlight the need to develop age- and sex-specific strategies to promote these movement behaviors from the early stages of life.

Is adherence to 24-Hour Movement Guidelines associated with a higher academic achievement among adolescent males and females?

OBJECTIVES

This study aims to examine the independent and combined associations of 24-Hour Movement Guidelines for physical activity, screen time, and sleep duration with academic achievement in adolescent males and females.

DESIGN

Cross-sectional study.

METHODS

1290 Spanish adolescents (565 females), aged 11 to 16 years (13.06 ± 0.84), participated in this study. Self-reported physical activity, screen time, and sleep duration questionnaires were assessed. Academic achievement was calculated as an average score of the adolescents'' grades in first language (Spanish), first foreign language (English), and mathematics subjects. A multiple linear regression model was used to examine the association between meeting 24-Hour Movement Guidelines and academic achievement. Covariates included age, sex, socioeconomic status, body mass index, and cardiorespiratory fitness.

RESULTS

Not meeting any of the three 24-Hour Movement Guidelines was associated with lower academic achievement in the whole sample (p < 0.001). Meeting physical activity and sleep duration guidelines, both independently and together, was associated with higher academic achievement in the whole sample (p < 0.001). Meeting at least two recommendations was associated with higher academic achievement in males (p < 0.01). However, trend analysis revealed that participants who met two or three recommendations had higher academic achievement compared to those who met one or none of these recommendations (p < 0.05). All these results were similar for males and females.

CONCLUSIONS

Our findings suggest the importance of promoting more than one 24-Hour Movement Guidelines, mainly physical activity and sleep duration, which seems to contribute positively to increased academic performance in adolescents.

The Influence of the Coach's Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

Evaluation of a 20-Month Physical Activity Intervention to Improve Motivational and Affective Outcomes Among Disadvantaged Adult Women

Grounded in self-determination theory, this study aimed to qualitatively examine women's perception of a set of motivational and affective consequences during and immediately after a physical activity intervention. In total, 11 disadvantaged adult women participated in this 20-month intervention. A total of 102 physical activity sessions based on need-supportive strategies were performed. Six discussion groups, 14 semi-structured interviews, and field notes were used to collect data. A thematic analysis was conducted based on self-determination theory. Findings highlighted that it might be advisable among these disadvantaged women to begin with relatedness-support strategies to increase group cohesion, followed by competence support strategies to increase self-confidence, and, finally, autonomy support strategies to empower women to be physically active. The development of a need-supportive environment in a physical activity intervention may have the potential to achieve motivational and affective consequences, which might promote the empowerment of these disadvantaged women to be physically active.

Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education

There are no validated instruments to date that have examined the students’ perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students’ perceptions of PE teachers’ externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.

A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (M_age = 15.50, SD_age = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

Centre for the Promotion of Physical Activity and Health (CAPAS-City): A Pyrenean Cross-Cultural Structure to Lead the Way in the Design, Implementation, and Evaluation of Multilevel Physical Activity Interventions

This study describes a Pyrenean cross-cultural structure called Centre for the Promotion of Physical Activity and Health (CAPAS-City) that was created to promote physical activity (PA) in Huesca (Spain) and Tarbes (France). The main aim of this centre is to lead the way in the design, implementation, and evaluation of multilevel PA interventions to improve their efficacy and sustainability inside the city. CAPAS-City responds to the main challenges related to multilevel PA interventions, through six guiding principles: (1) promoting sustainability, (2) playing a leadership role, (3) promoting multisectoral partnerships, (4) using evidence-based strategies, (5) promoting integrated knowledge translation, and (6) using a participatory research approach. Five multilevel PA interventions were designed in both cities by CAPAS-City with these principles in mind. Through the example of the Annual MOT Test adapted to bikes, we also illustrate one practical application of the use of these principles, following the Social-Ecological approach, in which the main agents of influence are involved at different levels to encourage cycling. According to the promising results found in this study, CAPAS-City appears to be a structure that is able to respond to the main needs and challenges of multilevel interventions to increase PA levels in the whole population of both cities.

How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale

Using the Multicontext Stressors Scale (MSS), this study investigates which factorial structure should be used to measure teacher stressors, and the extent to which this factorial structure of MSS remains invariant across gender. Subsequently, grounded in self-determination theory, the present study also examines the extent to which stressors may differentially predict teachers’ psychological functioning. Participants were 584 (M_age = 45.04; SD = 8.97) secondary school teachers. Goodness-of-fit indices and estimated parameters of the models, together with latent correlations between stressors, offered support for the six-factor structure, whereas the opposite was true for the one-factor structure of the MSS. Results also supported gender invariance of the MSS. Predictive findings showed that student misbehavior, lack of shared decision-making, and workload stressors are negatively related to basic psychological needs. Likewise, results noted the important role of basic psychological needs to reach optimal teachers’ psychological functioning. The results are discussed, arguing the importance of assessing and analyzing teacher stressors using a multifactorial and invariant scale. From a more practical approach, it seems important for school leaders to be especially vigilant about all stressors. Nonetheless, if they desire to prevent detrimental psychological functioning in teachers, special attention should be placed on stressors related to student misbehavior, lack of shared decision-making, and workload.