Activity Behavior In Children Research Articles

Promoting Children's Health and Well-Being: Broadening the Therapy Perspective

Physical activity is essential to promote children's health and well-being. Increased sedentary behavior in children is a factor contributing to the escalation in childhood obesity in the general population. Clinical conditions, particularly physical disabilities, which reduce physical activity, may also lead to a higher risk of being overweight or obese. This paper reviews physical activity and sedentary behavior and illustrates how habitual (daily) physical activity, motor performance, and the capacity to be active are distinct and important aspects of a child's activity behavior. Positive health outcomes are linked to achieving adequate habitual levels of physical activity. This paper also highlights how pediatric therapists can promote health for those children who are already overweight or obese or are at higher risk of being overweight or obese. Physical and occupational therapists are encouraged to embrace a broad perspective of physical activity and extend children's therapeutic and health-promotion programs to include assessment of habitual level of physical activity and sedentary behavior, and promotion of recommended levels of daily physical activity. This role can also be extended beyond the area of disability.

Validating the Food Behavior Questions from the Elementary School SPAN Questionnaire

Background The School Physical Activity and Nutrition (SPAN) questionnaire was developed as a surveillance instrument to measure physical activity, nutrition attitudes, and dietary and physical activity behaviors in children and adolescents. The SPAN questionnaire has 2 versions. Objective This study was conducted to evaluate the validity of food consumption items from the elementary school version of the SPAN questionnaire. Design Validity was assessed by comparing food items selected on the questionnaire with food items reported from a single 24-hour recall covering the same reference period. Setting 5 elementary schools in Indiana. Participants Fourth-grade student volunteers (N = 121) from 5 elementary schools. Main Outcome Measure Agreement between responses to SPAN questionnaire items and reference values obtained through 24-hour dietary recall. Analysis The agreement between the questionnaire and the 24-hour recall was measured using Spearman correlation, percentage agreement, and kappa statistic. Results Correlation between SPAN item responses and recall data ranged from .25 (bread and related products) to .67 (gravy). The percentage agreement ranged from 26% (bread and related products) to 90% (gravy). The kappa statistic varied from .06 (chocolate candy) to .60 (beans). Conclusions and implications Results from this study indicate that the SPAN questionnaire can be administered in the classroom quickly and easily to measure many previous day dietary behaviors of fourth graders. However, questions addressing consumption of “vegetables,” “candy,” and “snacks” need further investigation.

Moving forward by looking back: children’s physical activity across the ages

Some cultural groups provide a glimpse at the past because they preserve or adhere to traditional behaviours and (or) living conditions. This brief introduction outlines a series of papers presented at the Canadian Society for Exercise Physiology Conference that used this model to explore changes in the physical activity behaviour of children over time.

358 Understanding physical activity behavior in children: integrating the theory of planned behaviour with the stages of change

358 Understanding physical activity behavior in children: integrating the theory of planned behaviour with the stages of change

Calibration of Accelerometer Output for Children

Understanding the determinants of physical activity behavior in children and youths is essential to the design and implementation of intervention studies to increase physical activity. Objective methods to assess physical activity behavior using various types of motion detectors have been recommended as an alternative to self-report for this population because they are not subject to many of the sources of error associated with children's recall required for self-report measures. This paper reviews the calibration of four different accelerometers used most frequently to assess physical activity and sedentary behavior in children. These accelerometers are the ActiGraph, Actical, Actiwatch, and the RT3 Triaxial Research Tracker. Studies are reviewed that describe the regression modeling approaches used to calibrate these devices using directly measured energy expenditure as the criterion. Point estimates of energy expenditure or count ranges corresponding to different activity intensities from several studies are presented. For a given accelerometer, the count cut points defining the boundaries for 3 and 6 METs vary substantially among the studies reviewed even though most studies include walking, running and free-living activities in the testing protocol. Alternative data processing using the raw acceleration signal is recommended as a possible alternative approach where the actual acceleration pattern is used to characterize activity behavior. Important considerations for defining best practices for accelerometer calibration in children and youths are presented.

Objectively Measured Physical Activity Behavior In Children Attending A Half Day Preschool Program

Obesity rates are increasing in children of all ages, and reduced physical activity (PA) is a likely contributor to this trend. Little is known about the physical activity behavior of preschool-age children, or about the influence of preschool attendance on physical activity. Purpose The purpose of this study was to quantify the physical activity levels of children attending a center-based half-day preschool program. Methods Forty-two 3-to-5-year old children (Mean age = 4.0 ± 0.7, 54.8% Male, Mean BMI = 16.5 ± 5.5, Mean BMI %tile = 52.1 ± 33.5) from four class groups (two morning and two afternoon), wore an Actigraph 7164 accelerometer for the entire halfday program (including classroom learning experiences, snack and recess time) 2 times per week, for 10 weeks (20 activity monitoring records in total). Activity counts for each 5-sec interval were uploaded to a customized data reduction program to determine total counts, minutes of moderate PA (MPA) (3–5.9 METs), and minutes of vigorous PA (VPA) (> = 6 METs) per session. Counts were categorized as either MPA or VPA using the cutpoints developed by Sirard and colleagues (2001). Results Across the four 2.5 hour programs, the average MPA, VPA and total counts (× 103) were 12.4 ± 3.1 minutes, 18.3 ± 4.6 minutes, and 171.1 ± 29.7 counts, respectively. Thus, on average, children accumulated just over 12 minutes of moderateto-vigorous PA per hour of program attendance. The PA variables did not differ significantly by gender, weight status, or time of day. There were, however, significant age differences, with 3-year-olds exhibiting significantly less PA than their 4- and 5-year-old counterparts. Conclusions These results suggest that young children are relatively lowactive while attending preschool. Accordingly, interventions to increase movement opportunities during the preschool day are warranted.

Objectively Measured Physical Activity Behavior In Children Attending A Half Day Preschool Program

Objectively Measured Physical Activity Behavior In Children Attending A Half Day Preschool Program

Role of the pediatric exercise scientist in physical education, sports training and physiotherapy.

The purpose of this article is to present an overview of the research devoted to the relations of physical activity in children and exercise. The results of experimental studies on the benefits of extra, more intensive physical activity or with different styles of teaching are summarized. Most valid studies using the school environment do not reveal significant and beneficial effects. Longitudinal studies contrasting physically active and inactive children always show higher physiological characteristics in the highly active groups; however, these results are not conclusive because self-selection may have caused the differences. Training studies on aerobic power and on muscle strength show always significant improvements in both sexes, regardless of their level of biologic maturation. The general lack of physical activity in youths nowadays needs strategies to promote physical activity. Motivationally oriented programs with emphasis on the determinants of physical activity behavior of children are supposed to be the most effective and also to be long lasting.

Using objective physical activity measures with youth: How many days of monitoring are needed?

The purpose of this study was to establish the minimal number of days of monitoring required for accelerometers to assess usual physical activity in children. A total of 381 students (189 M, 192 F) wore a CSA 7164 uniaxial accelerometer for seven consecutive days. To examine age-related trends students were grouped as follows: Group I: grades 1-3 (N = 92); Group II: grades 4-6 (N = 98); Group III: grades 7-9 (N = 97); Group IV: grades 10-12 (N = 94). Average daily time spent in moderate-to-vigorous physical activity (MVPA) was calculated from minute-by-minute activity counts using the regression equation developed by Freedson et al. (1997). Compared with adolescents in grades 7 to 12, children in grades 1 to 6 exhibited less day-to-day variability in MVPA behavior. Spearman-Brown analyses indicated that between 4 and 5 d of monitoring would be necessary to a achieve a reliability of 0.80 in children, and between 8 and 9 d of monitoring would be necessary to achieve a reliability of 0.80 in adolescents. Within all grade levels, the 7-d monitoring protocol produced acceptable estimates of daily participation in MVPA (R = 0.76 (0.71-0.81) to 0.87 (0.84-0.90)). Compared with weekdays, children exhibited significantly higher levels of MVPA on weekends, whereas adolescents exhibited significantly lower levels of MVPA on weekends. Principal components analysis revealed two distinct time components for MVPA during the day for children (early morning, rest of the day), and three distinct time components for MVPA during the day for adolescents (morning, afternoon, early evening). These results indicate that a 7-d monitoring protocol provides reliable estimates of usual physical activity behavior in children and adolescents and accounts for potentially important differences in weekend versus weekday activity behavior as well as differences in activity patterns within a given day.

Changes in the Nutrient Content of School Lunches: Results from the CATCH Eat Smart Food Service Intervention

Background.The Child and Adolescent Trial for Cardiovascular Health (CATCH) tested the effectiveness of a multilevel intervention aimed at promoting a healthful school environment and positive eating and physical activity behaviors in children. The CATCH Eat Smart Program targeted the school food service staff and aimed to lower the total fat, saturated fat, and sodium content of school meals.Methods.The Eat Smart intervention was conducted in 56 intervention schools over a 212-year period. Five consecutive days of school menu, recipe, and vendor product information were collected from intervention and control schools at three intervals, Fall 1991, Spring 1993, and Spring 1994, to assess the nutrient content of school menus as offered.Results.There was a significantly greater mean reduction in the percentage of calories from total fat (adjusted mean difference −4.1%;P< 0.0001) and saturated fat (adjusted mean difference −1.3%;P= 0.003) in intervention compared with control schools from baseline to follow-up. Although the sodium content of school lunches increased in both conditions, the mean increase was significantly lower in intervention schools (adjusted mean difference −89 mg;P= 0.034). There were no statistically significant differences for total amounts of cholesterol, carbohydrate, protein, dietary fiber, total sugars, calcium, iron, vitamin A value, and vitamin C. Average total calories decreased significantly; however, the mean total calories (683 kcal) for intervention schools remained above one-third of the Recommended Dietary Allowances for this age group.Conclusions.The CATCH Eat Smart intervention successfully lowered the total fat and saturated fat content of school lunches as offered, while maintaining recommended amounts of calories and essential nutrients.

Outcomes of a Field Trial to Improve Children's Dietary Patterns and Physical Activity

To assess the outcomes of health behavior interventions, focusing on the elementary school environment, classroom curricula, and home programs, for the primary prevention of cardiovascular disease. A randomized, controlled field trial at four sites with 56 intervention and 40 control elementary schools. Outcomes were assessed using prerandomization measures (fall 1991) and follow-up measures (spring 1994). A total of 5106 initially third-grade students from ethnically diverse backgrounds in public schools located in California, Louisiana, Minnesota, and Texas. Twenty-eight schools participated in a third-grade through fifth-grade intervention including school food service modifications, enhanced physical education (PE), and classroom health curricula. Twenty-eight additional schools received these components plus family education. At the school level, two primary end points were changes in the fat content of food service lunch offerings and the amount of moderate-to-vigorous physical activity in the PE programs. At the level of the individual student, serum cholesterol change was the primary end point and was used for power calculations for the study. Individual level secondary end points included psychological factors, recall measures of eating and physical activity patterns, and other physiologic measures. In intervention school lunches, the percentage of energy intake from fat fell significantly more (from 38.7% to 31.9%) than in control lunches (from 38.9% to 36.2%)(P<.001). The intensity of physical activity in PE classes during the Child and Adolescent Trial for Cardiovascular Health (CATCH) intervention increased significantly in the intervention schools compared with the control schools (P<.02). Self-reported daily energy intake from fat among students in the intervention schools was significantly reduced (from 32.7% to 30.3%) compared with that among students in the control schools (from 32.6% to 32.2%)(P<.001). Intervention students reported significantly more daily vigorous activity than controls (58.6 minutes vs 46.5 minutes; P<.003). Blood pressure, body size, and cholesterol measures did not differ significantly between treatment groups. No evidence of deleterious effects of this intervention on growth or development was observed. The CATCH intervention was able to modify the fat content of school lunches, increase moderate-to-vigorous physical activity in PE, and improve eating and physical activity behaviors in children during 3 school years.

Health and Fitness Through Physical Education

Part 1 Foundations of health-related physical education: the exercise-health relationship - does it apply to children and youth?, Steven N. Blair, Marilu D. Meredith the status of fitness programming in our nation's schools, James G. Ross determinants of physical activity behaviour in children, James F. Sallis. Part 2 Curriculum and methods: the fitness curriculum - climbing the stairway to lifetime fitness, Charles B. Corbin enhancing fitness and activity motivation in children, James R. Whitehead physical fitness education and assessment - addressing the cognitive domain, Clayre K. Petray exercise for children with special needs, Dianne S. Ward implementing health-related physical education, Bruce G. Simons-Morton. Part 3 Fitness in practice - programmes to add to the physical education curriculum: the Springdale Running Program, Cindy R. Wilkersin, Peter H, Werner curriculum interfacing through physical education - heatlh, math, science, language arts, visual arts and gifted and talented, Dan B. Young.