Abstract
ObjectivesChildren’s after-school physical activity (PA) and sedentary behaviours (SB) are not well understood, despite the potential this period holds for intervention. This study aimed to describe children’s after-school physical activity and sedentary behaviours; establish the contribution this makes to daily participation and to achieving physical activity and sedentary behaviours guidelines; and to determine the association between after-school moderate- to vigorous-intensity physical activity (MVPA), screen-based sedentary behaviours and achieving the physical activity and sedentary behaviour guidelines.MethodsChildren (n = 406, mean age 8.1 years, 58% girls) wore an ActiGraph GT3X accelerometer. The percentage of time and minutes spent sedentary (SED), in light- physical activity (LPA) and MVPA between the end-of-school and 6pm (weekdays) was calculated. Parents (n = 318, 40 years, 89% female) proxy-reported their child’s after-school participation in screen-based sedentary behaviours. The contribution that after-school SED, LPA, MVPA, and screen-based sedentary behaviours made to daily levels, and that after-school MVPA and screen-based sedentary behaviours made to achieving the physical activity/sedentary behaviour guidelines was calculated. Regression analysis determined the association between after-school MVPA and screen-based sedentary behaviours and achieving the physical activity/sedentary behaviours guidelines.ResultsChildren spent 54% of the after-school period SED, and this accounted for 21% of children’s daily SED levels. Boys spent a greater percentage of time in MVPA than girls (14.9% vs. 13.6%; p<0.05), but this made a smaller contribution to their daily levels (27.6% vs 29.8%; p<0.05). After school, boys and girls respectively performed 18.8 minutes and 16.7 minutes of MVPA, which is 31.4% and 27.8% of the MVPA (p<0.05) required to achieve the physical activity guidelines. Children spent 96 minutes in screen-based sedentary behaviours, contributing to 84% of their daily screen-based sedentary behaviours and 80% of the sedentary behaviour guidelines. After-school MVPA was positively associated with achieving the physical activity guidelines (OR: 1.31, 95%CI 1.18, 1.44, p<0.05), and after-school screen-based sedentary behaviours were negatively associated with achieving the sedentary behaviours guidelines (OR: 0.97, 95%CI: 0.96, 0.97, p<0.05).ConclusionsThe after-school period plays a critical role in the accumulation of children’s physical activity and sedentary behaviours. Small changes to after-school behaviours can have large impacts on children’s daily behaviours levels and likelihood of meeting the recommended levels of physical activity and sedentary behaviour. Therefore interventions should target reducing after-school sedentary behaviours and increasing physical activity.
Highlights
In spite of the evidence of detrimental health outcomes [1,2], children in developed countries perform suboptimal levels of physical activity (PA) and excessive amounts of sedentary behaviour (SB) [3,4,5]
The contribution that after-school SED, light- physical activity (LPA), moderate- to vigorous-intensity physical activity (MVPA), and screen-based sedentary behaviours made to daily levels, and that after-school MVPA and screen-based sedentary behaviours made to achieving the physical activity/sedentary behaviour guidelines was calculated
Boys spent a greater percentage of time in MVPA than girls (14.9% vs. 13.6%; p
Summary
In spite of the evidence of detrimental health outcomes [1,2], children in developed countries perform suboptimal levels of physical activity (PA) and excessive amounts of sedentary behaviour (SB) [3,4,5]. The after-school period, recently defined as the end-of-school to 6pm [12], has been identified as a key period for the accumulation of children’s physical activity and sedentary behaviours [13] and for potential intervention implementation. Behaviours performed after school may contribute to daily physical activity and sedentary behaviour levels, and impact the likelihood of children achieving guidelines for health. This is currently unknown, an understanding of how the after-school period contributes to daily physical activity and sedentary behaviour levels and impacts the possibility of achieving guidelines would provide further rationale for interventions to target this period
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