Longitudinal Path Analysis Of Child Behavior Difficulties And Physical Activity Behaviors From Early Childhood To Adolescence.

Abstract

Extracurricular physical activity (PA) are a major contributor to child development and social wellbeing. However, disparities exist in both experience and opportunity for participation by individual characteristics such as race, sex, and behavior difficulties. PURPOSE: To test effects and associations of individual characteristics, primary school PA experiences, and secondary school psychosocial outcomes. METHODS: We tested relationships in a structural equation model using longitudinal data from the NICHD Study of Early Child Care and Youth development (SECCYD) (N=1,364, 52% female, 24% non-White, 21% families at twice poverty level). Independent variables were attained at grades 3. These included measures of total problems, inattention, social skills, and enjoyment of physical activity. Dependent variable were collected at 3 time points (grade 5, grade 6, age 15). These included repeated measures grade 5 and age 15 inattention and total problems, social skills at grade 5, and impulsivity and social problems at age 15. Grade 6 mediating PA variables included minutes of PA and sedentary time after school, device-assessed MVPA, played a sport, and enjoyment of PA. RESULTS: Grade 5 inattention predicted minutes of MVPA in grade 6 (β=0.117, p=0.01). Grade 5 total problems predicted grade 6 sedentary time after school (β=0.095, p=0.05). Grade 5 social skills predicted minutes of PA after school (β=0.094, p=0.018) and enjoyment of PA in grade 6 (β=0.094, p=0.032). The only grade 6 PA related behavior to show direct effects on age 15 social health outcomes was sedentary minutes after school predicting social problem scores (β=0.128, p=0.012). Boys demonstrated higher grade 3 inattention, grade 6 PA after school, grade 6 total MVPA, and age 15 impulsivity; and lower sedentary minutes after school (all ps<.05). Children from families with low income to needs ratio at baseline evidenced higher grade 6 PA after school, age 15 social problems, and age 15 total problems. CONCLUSIONS: This longitudinal view of the influence of social characteristics on PA experiences and mental health suggests reciprocal effects of these constructs throughout childhood. These findings indicate the importance of PA opportunities and experiences for all developing children.