The school effect on children's school time physical activity: The PEACH Project

635 Understanding parent perceptions of healthy physical activity for their child with a chronic medical condition

Are children and adolescents less active if parents restrict their physical activity and active transport due to perceived risk?

Status and Potential of Community-Engaged Research to Investigate Physical Activity Interventions for Children with Autism Spectrum Disorder in Chinese-American Communities

Plenary conference: Keys to successful physical activity during childhood

BackgroundObservational studies have shown a positive association between time outdoors and physical activity in children. Time outdoors may be a feasible intervention target to increase the physical activity of youth, but methods are required to accurately measure time spent outdoors in a range of locations and over a sustained period. The Global Positioning System (GPS) provides precise location data and can be used to identify when an individual is outdoors. The aim of this study was to investigate whether GPS data recorded outdoors were associated with objectively measured physical activity.MethodsParticipants were 1010 children (11.0 ± 0.4 years) recruited from 23 urban primary schools in South West England, measured between September 2006 and July 2008. Physical activity was measured by accelerometry (Actigraph GT1M) and children wore a GPS receiver (Garmin Foretrex 201) after school on four weekdays to record time outdoors. Accelerometer and GPS data were recorded at 10 second epochs and were combined to describe patterns of physical activity when both a GPS and accelerometer record were present (outdoors) and when there was accelerometer data only (indoors). ANOVA was used to investigate gender and seasonal differences in the patterns of outdoor and indoor physical activity, and linear regression was used to examine the cross-sectional associations between GPS-measured time outdoors and physical activity.ResultsGPS-measured time outdoors was a significant independent predictor of children's physical activity after adjustment for potential confounding factors. Physical activity was more than 2.5 fold higher outdoors than indoors (1345.8 ± 907.3 vs 508.9 ± 282.9 counts per minute; F = 783.2, p < .001). Overall, children recorded 41.7 ± 46.1 minutes outdoors between 3.30 pm and 8.30 pm, with more time spent outdoors in the summer months (p < .001). There was no gender difference in time spent outdoors. Physical activity outdoors was higher in the summer than the winter (p < .001), whilst there was no seasonal variation in physical activity indoors.ConclusionsDuration of GPS recording is positively associated with objectively measured physical activity and is sensitive to seasonal differences. Minute by minute patterning of GPS and physical activity data is feasible and may be a useful tool to investigate environmental influences on children's physical activity and to identify opportunities for intervention.

Background Since the outbreak and global spread ofCOVID-19, countries rapidly introduced a range of preventative measures and isolation protocols to ensure safety, which ultimately led to the implementation of total lockdowns. As a result, children lost access to spaces where they typically engage in physical activity and were required to stay indoors. Objective The objective of this study is to assess the impact of the COVID-19 pandemic on children's physical activity levels and analyze the factors influencing their physical activity during this period. Methods Parents from various Emirates participated in an online survey to evaluate changes in their children's physical activity during the COVID-19 lockdown compared to the pre-lockdown period. The survey included questions about time spent on sedentary activities, general physical activity, and specific play behaviors before and during the lockdown. It also assessed the parents' own physical activity and their involvement in their children's activities. The relationships between these behaviors, as well as demographic and environmental factors, were analyzed. Results The study included 272 parents who completed an online survey about their child's physical activity during the COVID-19 lockdown. Many parents reported significant changes in their children's physical activity and screen time. Specifically, 89 (32.7%) observed a major decrease in physical activity, while 77 (28.3%) noted a minor decrease. Regarding screen time, 79 (29.0%) of parents reported a major increase, and 87 (32.0%) saw a minor increase. Key factors influencing children's physical activity were identified. Most notably, parents' own activity levels had a significant impact on their children's activity (p < 0.001). Additionally, children living in villas were more active than those living in apartments or traditional houses (p = 0.007), and UAE national children were slightly more active than non-nationals (p = 0.023). Conclusion This study demonstrated the significant impact of the COVID-19 lockdown on children's activity and emphasized the importance of parental involvement in supporting their children's activity levels. It highlights the need for increased attention during the recovery phase from this crisis and calls for the development of strategies and guidelines to prevent similar challenges in future pandemics or similar emergencies.

During recess, children can be active on a daily basis, making it an important school environmental factor for the promotion of health-related physical activity. The aim of the present study was to investigate the effects of providing game equipment on children's physical activity levels during morning recess and lunch break in elementary schools. Seven elementary schools were randomly assigned to the intervention group (four schools), including 122 children (75 boys, 47 girls, mean age: 10.8 +/- 0.6 years), and to the control group (three schools), including 113 children (46 boys, 67 girls, mean age: 10.9 +/- 0.7 years). Children's activity levels were measured before and three months after providing game equipment, using MTI accelerometers. During lunch break, children's moderate and vigorous physical activity significantly increased in the intervention group (moderate: from 38 to 50%, vigorous: from 10 to 11%), while it decreased in the control group (moderate: from 44 to 39%, vigorous: from 11 to 5%). At morning recess, providing game equipment was effective in increasing children's moderate physical activity (from 41 to 45%), while it decreased in the control group (from 41 to 34%). Providing game equipment during recess periods was found to be effective in increasing children's physical activity levels. This finding suggests that promoting physical activity through game equipment provision during recess periods can contribute to reach the daily activity levels recommended for good health.

The rapid development of cities results in many public health and built-up environmental problems, which have vital impacts on children's growth environment, the development of children, and city contradictions. There is a lack of children being a main concern when constructing new urban areas or reconstructing old districts. Children's activity spaces tend to be standardized and unified (kit, fence, and carpet) “KFC style” designs, which leads to the urban neighborhood space and the environment being insufficient to attract children to conduct activities. Therefore, starting from the urban neighborhood space environment, this paper explores what kind of spatial environment is needed for children's physical activity and its impact on children's physical activity. Taking six residential areas in the Changchun Economic Development Zone as the research object, based on the theory of children's ability development and game value, this paper uses the Woolley and Lowe evaluation tool to quantify the impact of the theory on the urban neighborhood space environment and children's physical activity. It can be confirmed that there is a significant correlation between the spatial characteristics of an urban neighborhood and the general signs of the environment on the duration and intensity of the physical activity of children. The results show that: (1) the differences in children's ages result in differences in the duration and intensity of children's physical activity in the urban neighborhood space environment; (2) the open space factor of the neighborhood space has the most significant influence on the duration of children's physical activity; (3) in terms of the environmental characteristics, whether children can be provided with education and learning opportunities has a significant impact on the duration of children's physical activity; (4) there is a significant positive correlation between children's age and the duration and intensity of the physical activity, exercise type, and imaginative activity. These results show that the urban neighborhood space environment can affect the duration of children's physical activity. In future urban residential area planning and design, urban children can meet the self-demand of physical activity in the neighborhood space through the reasonable balance and combination of neighborhood space characteristics and environmental characteristics.

To describe active and sedentary time in children with spina bifida and to compare their physical activity on weekdays versus weekends. In this exploratory cross-sectional study, data from 13 Canadian and 22 Dutch children with spina bifida (14 females, 21 males; mean age 10y 11mo, standard deviation [SD] 3y 6mo, range 5y 6mo-18y; Hoffer classification distribution: community [n=28], household [n=3], non-functional [n=3], and non-ambulator [n=1]) were analysed. Objective measures of physical activity and sedentary behaviour were obtained by using ActiGraph or Actiheart activity monitors. Data for the participants wearing the ActiGraph were compared with age- and sex-matched controls that were developing typically using independent-samples t-tests. Activity data collected on weekdays was compared to those on weekends. ActiGraph data demonstrated children with spina bifida spent more time sedentary (mean [SD] 49.5min/h [5.78]) and less time in moderate to vigorous physical activity (mean [SD] 2.33min/h [1.61]) compared with the typically developing group (mean [SD] 41.0min/h [5.76] and 5.46min/h [2.13], p=0.001 and p<0.001 respectively). For both ActiGraph- and Actiheart-derived data, physical activity and sedentary time were not significantly different between weekdays and weekends. Children with spina bifida have reduced levels of physical activity and increased sedentary behaviour, with no statistical differences seen between weekdays and weekends. Several methodological issues related to activity monitoring warrant consideration when choosing the appropriate method to quantify physical activity and sedentary behaviour. Reduced levels of physical activity and sedentary time were quantified in children with spina bifida. Objective quantification of physical behaviour in ambulatory and non-ambulatory school-aged children with spina bifida is possible.

Physical activity (PA) in children with autism can be explained to some extent by the self-determination model (Wehmeyer and Gamer, 2003). This theory operates on an assumption of reciprocity between the individual and the environment. Children with autism may be at risk for inactivity due to social and behavioral deficits often associated with the condition. Yet, children with autism may be more affected by social and environmental constraints than the actual impairment. PURPOSE: To compare physical education (PE) and recess differences of children with autism in social engagement and PA patterns. METHODS: Twenty-six (Asperger, n=6; high-functioning autism, n=12; moderate autism, n=8) children with autism aged 7-12 (9.23±1.45 yrs) participated. Physical activity was measured with a uniaxial accelerometer (Actigraph GT1M), and social engagement was assessed with the Engagement Check (McWilliam, 1990). The accelerometer was worn during school time for 5 consecutive school days, and social engagement was videotaped and observed for one recess period each day and all PE sessions in a week. Physical activity data are reported as percentage of time engaged in moderate-vigorous PA (MVPA), vigorous PA (VPA), and step counts (steps/minute). Social engagement data are reported as percentage of interactive and noninteractive engagements with peers and adults. A Wilcoxon matched pairs signed-rank test was used to examine differences between settings. Significance was set at p<0.05. RESULTS: Findings indicate that (a) children with autism spent significantly more percentage of time in VPA (8.23%±8.98 vs. 2.65%±3.26, Z=3.59, p<0.01) and walked more (3839±1987 vs. 1557±846, Z=3.95, p<0.01) during PE than recess, and (b) percentage of interactive engagement with adults (30.24%±28.24 vs. 12.22%±17.14, Z=3.29, p<0.01) and noninteractive engagement with peers (23.96%±27.54 vs. 9.33%±20.63, Z=2.11, p<0.05) were significantly higher during PE as compared to recess. CONCLUSIONS: The results suggest that children with autism have higher PA and social engagement opportunities during structured PE than recess. Unstructured recess time might be redesigned to provide support and encouragement to be physically active and socially engaged. Supported by grant NSC 95-2413-H-017-010, National Science Council, Taiwan.

Lower levels of physical activity in childhood predict adult depression

Exercise Strategies for Children

The influence of fathers on children's physical activity: A review of the literature from 2009 to 2015.

Background: To date, most research investigating the influence of parents on children's physical activity behavior has been conducted among school-aged children. As a result, we have a limited understanding of the mechanisms through which parents can influence their young children's physical activity behavior. The purpose of this study was to examine the influence of various hypothesized parental influence variables on children's physical activity behaviors. Methods: An on-line survey assessing various hypothesized parental influences and an estimate of the amount of time their child engaged in physical activity behavior was completed by 176 parents. Results: Parents who perceived physical activity to be important for their child, had confidence in providing support for their child's physical activity, had good physical activity experiences as a child, and had high perceptions of their child's physical ability were more likely to employ activity-facilitating parenting practices and behaviors that were associated with their preschool children's physical activity behaviors. Discussion and Translation to Health Education Practice: Parenting practices and behaviors (e.g., parental support for children's activity behaviors) may play an important role in preschool children's physical activity behaviors. Future prospective studies are needed to confirm the findings of the present study.

Investigating within-day and longitudinal effects of maternal stress on children's physical activity, dietary intake, and body composition: Protocol for the MATCH study