Determinants Of Daily Step Counts Among A Sample Of Low-income Children Attending Extended-day Programs

Abstract

The school setting could be a primary venue for promoting physical activity in children, due to the structured nature of the school day. Extended-day programs have demonstrated the potential to provide safe and structured opportunities for play, as well as for development of behavioral and movement skills potentially linked to a sustained active lifestyle through adulthood. PURPOSE: To examine differences in daily step counts between structured school days (SSD) and weekend days (WED) among a selected sample of low-income children attending extended-day programs. METHODS: Subjects (N=29) were 3rd-6th grade students enrolled in a government-funded extended-day enrichment program in the District of Columbia. Step counts were measured using a pedometer (Bodytronics) over two week days and two weekend days. Covariables included age, sex, and reported distance between house and school (miles). Data were analyzed using multivariable linear regression. RESULTS: Generally, recorded step counts were low on both SSD and WED (7735±3540 and 8339±5314 stepsXXd-1). Boys tended to record more steps on SSD compared with girls (8080±3141 vs. 7491±3872 stepsXXd-1, respectively), whereas girls recorded more steps on the WED compared with boys (9292±6381 vs 7194±3669 steps·d-1). We observed a moderate correlation between distance from school and SSD step counts in boys (r=0.55; p<0.08), but not in girls (r=0.36; p<0.28). Parameter estimates from the regression modeling reveled distance from school (p<0.01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. Indeed, step counts increased by 900 steps·d-1 with each additional mile a child lived from school (b=903.8; 95% CI=350.8 to1457.0). CONCLUSION: Among urban school children, a safe walking route to and from school may provide an important opportunity for physical activity.