Physical Activity Behavior In Children Research Articles

Caregiver involvement in interventions for improving children's dietary intake and physical activity behaviors

Caregiver involvement in interventions for improving children's dietary intake and physical activity behaviors

Mothers’ Perspectives on the Development of Their Preschoolers’ Dietary and Physical Activity Behaviors and Parent-Child Relationship: Implications for Pediatric Primary Care Physicians

The study explores female caregivers' reflections on their relationship with their child (2-5 years old) and the development of their child's dietary and physical activity behaviors. Five, 90-minute semistructured focus groups were conducted to inquire about children's growth, eating behaviors and routines, physical activity, personality, and the parent-child relationship. Nineteen female caregivers diverse in race/ethnicity, age, and educational attainment participated. Participants reported that they maintained a schedule, but needed to be flexible to accommodate daily responsibilities. Family, social factors, and day care routines were influences on their children's behaviors. The main physical activity barriers were safety and time constraints. Guidance from pediatric primary care providers aimed at supporting female caregivers to build a positive foundation in their parent-child relationship, and to adopt and model healthy diet and physical activity behaviors that are respectful of schedules and barriers should be a priority for childhood obesity prevention.

Objectively-measured physical activity in children is influenced by social indicators rather than biological lifecourse factors: Evidence from a Brazilian cohort.

The aim of this study was to examine the longitudinal influences of early life social and biological indicators on objectively measured physical activity. All newborns in 2004 in the city of Pelotas, Southern Brazil were enrolled in a birth cohort study. At the age of 6 years, a follow-up visit included objective assessment of overall physical activity (summarized in milli-g, 1 mg = 0.001 g) by tri-axial wrist worn accelerometry. The associations between early life exposures, such as type of delivery, parity, birth weight, preterm delivery, maternal physical activity, socioeconomic position, and overall physical activity were examined. Valid accelerometry data were obtained from 2604 children (78.2% of the eligible individuals). Girls were less active than boys (β = − 8.65 mg; 95% CI − 10.0; − 7.30). Higher socioeconomic position was related to lower activity levels (β = − 9.69 mg. 95% CI − 12.45; − 6.93) and a similar association was found with maternal schooling. No associations were found with birthweight, type of delivery or preterm delivery. This study provides evidence for the role of some social factors in explaining children's physical activity behaviors, and minimizes the influence of some early life biological factors at determining physical activity levels.

Schoolyard Characteristics, Physical Activity, and Sedentary Behavior: Combining GPS and Accelerometry

Physical activity (PA) is decreasing among children, while sedentary behavior (SB) is increasing. Schoolyards seem suitable settings to influence children's PA behavior. This study investigated the associations between schoolyard characteristics and moderate-to-vigorous physical activity (MVPA) and SB of children aged 8-11 years at schoolyards. Twenty primary schools in the Netherlands were involved. A total of 257 children wore an accelerometer and global positioning system (GPS) device for 5 consecutive days to objectively assess their PA levels and presence at the schoolyard, respectively. Accelerometer and GPS data were merged using the personal activity and location measurement system. Multilevel linear regression analyses were used to study correlates of MVPA and SB at schoolyards. On average, children spent 54 minutes a day at the schoolyard, 9 minutes of which were spent in MVPA and 20 minutes in SB. Boys engaged in MVPA longer than girls at the schoolyard. Fixed equipment, such as high bars and soccer goals, teacher-initiated activities, and the presence of a ball games policy were correlates of more MVPA and less SB. Well-designed schoolyards, including PA-enhancing fixed equipment, a supportive PA climate created by teachers, and supportive schoolyard policies may contribute to increased PA and decreased SB during school recess among school-aged children.

Cognitive and social functioning are connected to physical activity behavior in children with autism spectrum disorder

BackgroundFor the first time this study aimed to examine the association of cognitive and social function with the physical activity behavior in a sample of children with autism spectrum disorder (ASD). MethodSixty eight children with ASD aged 6–16 years underwent an objective assessment of physical activity and cognitive flexibility. Parents were also asked to rate the social profile for their children. ResultsThe results showed that age, gender and cognitive flexibility are associated with moderate-to-vigorous physical activity (MVPA). Analysis also showed that parent education and social function were associated with continuous minutes of physical activity. ConclusionsThese preliminary findings indicated that children with ASD who had poor cognitive or social skills would be less physically active and more sedentary. Moreover, the results highlighted the age and gender as possible risk factors of physical inactivity in children with ASD.

Relationship between physical activity levels and body fat of children aged 8–9, from UK schools in low socioeconomic areas

Relevance: Increasing levels of obesity, sedentary lifestyles and lower levels of physical activity (PA) in children is concerning both in the UK and globally. This is particularly important in low socioeconomic status (SES) areas, where lower levels of engagement with public health initiatives have been identified. Health behaviour patterns in childhood are important for long-term health and well-being. It is therefore important to understand PA behaviours in children from low SES areas and to explore possible relationships with obesity.

Parental Influence on Physical Activity of Children with Disabilities

The purpose of this study was to identify parental influences on physical activity behaviours of children with disabilities. One hundred and forty-eight parents of children with disabilities responded to a survey about factors related to parent and child physical activity, parental support and belief in their child’s abilities regarding physical activity. The results of multiple regression revealed that parents’ perceived competence of their child’s physical ability and parental support were the key factors of promoting physical activity behaviours of children with disabilities. Findings from this study should be utilised to inform parents on the ways that they can be most helpful for improving the physical activity experiences of their children.

Prevalence and socio-economic distribution of eating, physical activity and sedentary behaviour among South Australian children in urban and rural communities: baseline findings from the OPAL evaluation

ObjectiveTo identify current prevalence and sociodemographic distribution of adherence to national diet and physical activity and sedentary behaviour guidelines among Australian primary school children. Study designCross-sectional survey of children (n = 4637, 9–11 years) participating at baseline in the South Australian Obesity Prevention and Lifestyle (OPAL) programme evaluation. MethodsSelf-reported diet, physical activity (PA) and screen time (ST) behaviours were assessed via questionnaire. Children were classified as meeting or not meeting each guideline (two or more serves of fruit, five or more serves of vegetables, two or less serves of discretionary food, ≥60 min of PA, and ≤2 h of ST per day). ResultsAlthough 65% of children met fruit recommendations, only 22% met vegetable recommendations (17% consumed no vegetables). Approximately one-quarter (28%) of children met discretionary food recommendations. Only 17% of children met the ST recommendations and 33% met PA recommendations. Less than 1% of children met all five recommendations. Rural children were more likely to meet both PA (OR = 1.45, 95% CI: 1.21–1.74, P < 0.001) and ST (OR = 1.37, 95% CI: 1.14–1.66, P < 0.01) recommendations than urban counterparts. Children at least socio-economic disadvantage performed better than those at greatest disadvantage for most behaviours. ConclusionImprovement in Australian children's diet and physical activity and sedentary behaviours, particularly urban children and those at greatest socio-economic disadvantage, is urgently warranted.

Issues in the Assessment of Physical Activity in Children

Most people are aware of the important influence that physical activity has on health outcomes and quality of life, and it has become increasingly important to be able to determine how much physical activity individuals participate in on a regular basis so that tracking of behavior change can occur and individual or population interventions can be implemented to modify behaviors and health outcomes. Many professionals, including teachers, administrators, nurses and recreational program leaders are interested in the amount of physical activity that takes place in their programs. Understanding methods of assessing physical activity behaviors in children and youth is important to those delivering physical activity-related programming. Assessing physical activity behaviors in children and adolescents is particularly problematic due to the nature of children's physical activity behaviors and their cognitive capacity to self-report their activity. This article describes the background and issues that often arise when measuring physical activity in youth, and provides recommendations for assessing physical activity behaviors in children and adolescents.

Physical Activity Behaviors and Influences Among Chinese-American Children Aged 9-13Years: A Qualitative Study.

Low physical activity is a major health issue among Chinese Americans. This study explored Chinese-American children's physical activity behaviors and influencing factors. Twenty-five children of Chinese or Taiwanese descent were interviewed to understand their favorite sports or physical activities, physical activity environments, and influences on their physical activity. All were between the ages of 9 and 13. Interviews were transcribed and coded using thematic data analysis procedures. Major themes included: (1) team sports, particularly basketball, were commonly listed as favorite sports or activities; (2) physical activity occurred mostly at school or an after-school setting; and (3) family played a major role in physical activity. Some trends/differences were detected based on age, sex, and socioeconomic status. Interventions to promote physical activity among Chinese-American children should emphasize team sports and encourage physical activity in schools, but also explore ways to involves families outside of school.

Social influence in childhood obesity interventions: a systematic review.

The objective of this study is to understand the pathways through which social influence at the family level moderates the impact of childhood obesity interventions. We conducted a systematic review of obesity interventions in which parents' behaviours are targeted to change children's obesity outcomes, because of the potential social and environmental influence of parents on the nutrition and physical activity behaviours of children. PubMed (1966-2013) and the Web of Science (1900-2013) were searched, and 32 studies satisfied our inclusion criteria. Results for existing mechanisms that moderate parents' influence on children's behaviour are discussed, and a causal pathway diagram is developed to map out social influence mechanisms that affect childhood obesity. We provide health professionals and researchers with recommendations for leveraging family-based social influence mechanisms to increase the efficacy of obesity intervention programmes. © 2016 World Obesity.

Meals of differing caloric content do not alter physical activity behavior during a subsequent simulated recess period in children.

ObjectiveResearch on adults and animals has demonstrated that chronic and acute overfeeding can alter physical activity behavior. However, there are no assessments of the acute effects of high-calorie (HC) meals on physical activity behavior in children. This is of importance as a typical school lunch is HC. If this type of meal negatively impacts subsequent physical activity behavior, the ability of post-lunch recess periods as a means to increase energy expenditure may be lessened.PurposeTo assess the effect of two meals of differing caloric content, HC and low calorie (LC), on children’s subsequent physical activity behavior.MethodsNineteen healthy children (aged 6–10) completed two laboratory sessions where they were fed lunch with HC or LC content, but equivalent macronutrient distribution. Children had 15 min to consume as much of the meal as possible per session. Children consumed 659.5 ± 101.3 kcal in the HC condition and 291.8 ± 12.1 kcal in the LC condition. After the meal, children went to a gymnasium for 40 min. In the gymnasium children had free-choice access to obstacle courses, various sports equipment, and a table with sedentary activities. Children could play with any of the activities in any amount they wished for the entire activity session. Children’s physical activity was monitored with accelerometers and that data was converted into caloric expenditure. Each child ate all meals and participated in the free-choice activity sessions with no other children present.ResultsCaloric expenditure during the free-choice activity sessions was not significantly different (p = 0.4) between the HC (89.2 ± 27.3 kcals) and LC (83.4 ± 34.9 kcals) conditions. However, caloric balance (kcals eaten–kcals expended) was 2.74-fold greater (p < 0.001) in the HC condition (Δ 570.3 ± 92.2 kcals) than the LC condition (Δ 208.4 ± 32.0 kcals).ConclusionChildren did not alter their physical activity behavior during a free-choice activity session after consuming a HC meal versus a LC meal. Because activity was not different across the two conditions, children had a much greater caloric surplus during the HC condition than the LC condition.

A multilevel intervention to increase physical activity and improve healthy eating and physical literacy among young children (ages 3-5) attending early childcare centres: the Healthy Start-Départ Santé cluster randomised controlled trial study protocol.

BackgroundChildhood obesity is a growing concern for public health. Given a majority of children in many countries spend approximately 30 h per week in early childcare centers, this environment represents a promising setting for implementing strategies to foster healthy behaviours for preventing and controlling childhood obesity. Healthy Start-Départ Santé was designed to promote physical activity, physical literacy, and healthy eating among preschoolers. The objectives of this study are to assess the effectiveness of the Healthy Start-Départ Santé intervention in improving physical activity levels, physical literacy, and healthy eating among preschoolers attending early childcare centers.Methods/DesignThis study follows a cluster randomized controlled trial design in which the childcare centers are randomly assigned to receive the intervention or serve as usual care controls. The Healthy Start-Départ Santé intervention is comprised of interlinked components aiming to enable families and educators to integrate physical activity and healthy eating in the daily lives of young children by influencing factors at the intrapersonal, interpersonal, organizational, community, physical environment and policy levels. The intervention period, spanning 6-8 months, is preceded and followed by data collections. Participants are recruited from 61 childcare centers in two Canadian provinces, New Brunswick and Saskatchewan. Centers eligible for this study have to prepare and provide meals for lunch and have at least 20 children between the ages of 3 and 5. Centers are excluded if they have previously received a physical activity or nutrition promoting intervention. Eligible centers are stratified by province, geographical location (urban or rural) and language (English or French), then recruited and randomized using a one to one protocol for each stratum. Data collection is ongoing. The primary study outcomes are assessed using accelerometers (physical activity levels), the Test of Gross Motor Development-II (physical literacy), and digital photography-assisted weighted plate waste (food intake).DiscussionThe multifaceted approach of Healthy Start-Départ Santé positions it well to improve the physical literacy and both dietary and physical activity behaviors of children attending early childcare centers. The results of this study will be of relevance given the overwhelming prevalence of overweight and obesity in children worldwide.Trial registrationNCT02375490 (ClinicalTrials.gov registry).

Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement.

BackgroundIntegration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness.MethodsThe study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools’ math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children’s PA behavior in leisure time.DiscussionThe results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom-based PA to improve cognition and academic achievement in children.Trial registrationClinicaltrials.gov: NCT02488460 (06/29/2015)

Spatial physical activity patterns among primary school children living in neighbourhoods of varying socioeconomic status: a cross-sectional study using accelerometry and Global Positioning System.

BackgroundNeighbourhood socioeconomic status (SES) has been shown to be related to health status and overweight independent of individual SES. However, results about the association between neighbourhood SES and physical activity among children are ambiguous. Particularly, it is unknown how socioeconomic factors influence the spatial context of children’s moderate-vigorous physical activity (MVPA) and sedentary behaviour (SB). This study aimed to investigate by means of Global Positioning System (GPS) and accelerometry whether locations where children engage in MVPA and SB differ by neighbourhood SES.MethodsParticipants included 83 children aged 7–9 from nine public schools located in a low- and high-SES area in Zurich, Switzerland. Children wore an accelerometer and GPS sensor for seven consecutive days. Time-matched accelerometer and GPS data was mapped with a geographic information system and each data point assigned to one of eight activity settings. The amount and proportion of MVPA and SB were calculated for every setting. To investigate differences between the two SES groups, multilevel analyses accounting for the hierarchical structure of the data were conducted.ResultsBoth SES groups achieved most minutes in MVPA at own school, on streets and at home and recorded the highest proportions of MVPA in recreational facilities, streets and other schools. The highest amounts and proportions of SB were found at home and own school. High-SES children accumulated significantly more minutes in MVPA and SB in parks, sport facilities, other schools and streets, while the low-SES group spent more time in both activities in other places. When taking the total time spent in a setting into account and using the proportion of MVPA or SB, the only differences between the two groups were found at other schools and outside, where the high-SES children showed a significantly higher activity level (p-values <0.001).ConclusionsSeveral differences in the spatial activity pattern between children from low- and high-SES neighbourhoods were found, independent of their individual SES. The findings seem to highlight the importance of providing safe streets and access to appropriate types of recreational facilities to reach recommended PA levels. Further policies to reduce SB within home and school environment are needed.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-016-2954-8) contains supplementary material, which is available to authorized users.

The associations between physical activity, sedentary behaviour and academic performance.

To examine the relationships between children's moderate-to-vigorous physical activity (MVPA), sedentary behaviours, and academic performance. This study investigated cross-sectional relationships between children's accelerometer-measured physical activity and sedentary behaviour patterns, and academic performance using a standardised, nationally-administered academic assessment. A total of 285 Australian children aged 9-11 years from randomly selected schools undertook 7-day 24h accelerometry to objectively determine their MVPA and sedentary behaviour. In the same year, they completed nationally-administered standardised academic testing (National Assessment Program-Literacy and Numeracy; NAPLAN). BMI was measured, and socio-demographic variables were collected in a parent-reported survey. Relationships between MVPA, sedentary behaviour and academic performance across five domains were examined using Generalised Linear Mixed Models, adjusted for a wide variety of socio-demographic variables. Higher academic performance was strongly and consistently related to higher sedentary time, with significant relationships seen across all five academic domains (range F=4.13, p=0.04 through to F=18.65, p=<0.01). In contrast, higher academic performance was only related to higher MVPA in two academic domains (writing F=5.28, p=0.02, and numeracy F=6.28, p=0.01) and was not related to language, reading and spelling performance. Findings highlight that sedentary behaviour can have positive relationships with non-physical outcomes. Positive relationships between MVPA and literacy and numeracy, as well as the well documented benefits for MVPA on physical and social health, suggest that it holds an important place in children's lives, both in and outside of school.

Children's Physical Activity Behavior during School Recess: A Pilot Study Using GPS, Accelerometer, Participant Observation, and Go-Along Interview.

Schoolyards are recognized as important settings for physical activity interventions during recess. However, varying results have been reported. This pilot study was conducted to gain in-depth knowledge of children’s physical activity behavior during recess using a mixed-methods approach combining quantitative GPS and accelerometer measurements with qualitative go-along group interviews and participant observations. Data were collected during three weekdays in a public school in Denmark. Eighty-one children (47 girls) wore an accelerometer (ActiGraph GT3X) and GPS (QStarz BT-Q1000xt), sixteen children participated in go-along group interviews, and recess behavior was observed using an ethnographical participant observation approach. All data were analyzed separated systematically answering the Five W Questions. Children were categorized into Low, Middle and High physical activity groups and these groups were predominantly staying in three different locations during recess: school building, schoolyard and field, respectively. Mostly girls were in the building remaining in there because of a perceived lack of attractive outdoor play facilities. The children in the schoolyard were predominantly girls who preferred the schoolyard over the field to avoid the competitive soccer games on the field whereas boys dominated the field playing soccer. Using a mixed-methods approach to investigate children’s physical activity behavior during recess helped gain in-depth knowledge that can aid development of future interventions in the school environment.

Psychosocial Aspects of Youth Physical Activity.

Two articles that contribute to the literature on psychosocial predictors of youths' physical activity motivation and behavior were chosen for commentary. The first article by Fenner and colleagues showed that a family-based intervention was effective at increasing overweight adolescents' self-determined motivation for physical activity and healthy eating and their quality of life. Significant study contributions include a multidisciplinary team of researchers, multiple pre and post intervention assessments, and a longitudinal test of mechanisms of change. Findings contribute to understanding how to provide overweight adolescents with support and choices at a critical developmental period to ultimately foster lifelong healthy behaviors. The second article by Garn and colleagues examined longitudinal relationships between physical self-perceptions and physical activity among children. Important study contributions include use of accelerometers to assess physical activity and tests of bidirectional relationships. The sample of young children aged 8-11 years also contributes to the literature. Results highlight body acceptance as an important mechanism of focus to foster children's physical activity behavior. Overall, the highlighted studies show that parental support and positive self-perceptions are important to consider in supporting youths' active lifestyles.

The Effect of Parental Involvement on Children's Physical Activity

To assess the amount, intensity, enjoyment, and preference of children's physical activity in a controlled gymnasium setting under 3 experimental, social conditions: alone, with a parent watching, and with a parent participating. Children (n = 10 girls, 10 boys), 3-6 years old, along with 1 parent (n = 17 mothers, 3 fathers) per child participated in each social condition on separate days for 30 minutes in which they could choose from a variety of physical and/or sedentary activities. A greater number of accelerometer counts (P ≤ .02) were accumulated during the parent participating (109,523 ± 32,155 counts) condition than the alone (67,938 ± 37,857 counts) and parent watching (85,624 ± 44,985 counts) conditions. Counts during parent watching were also greater (P = .01) than alone. More time (P ≤ .008) was allocated to sedentary activities during the alone (16.2 ± 9.6 minutes) condition than parent watching (9.6 ± 9.3 minutes) and parent participating (3.8 ± 5.1 minutes). Children liked (P ≤ .02) the parent participating (9.9 ± 0.45 cm) condition more than alone (8.0 ± 2.72 cm) and parent watching (8.7 ± 1.52 cm). A greater (P < .001) proportion of children identified the parent participating (80%) as their preferred condition over either the parent watching (10%) or alone (10%) conditions. Parental participation during physical activity (or at minimum direct supervision) may be an important component in the development of physical activity environments intended to maximize physical activity behavior in children.

Using Family-Focused Garden, Nutrition, and Physical Activity Programs To Reduce Childhood Obesity: The Texas! Go! Eat! Grow! Pilot Study.

The TEXAS! GROW! EAT! GO! (TGEG) randomized, control trial is a 5-year study to measure the impact of a nutrition and gardening intervention and/or physical activity (PA) intervention on the weight status of third-grade students. This article describes the results of the pilot study to test the feasibility of two interventions and test the measures to be used in the main trial. The pilot study was conducted in one school with third-grade students and their parents or guardians. The Junior Master Gardner (JMG) and Walk Across Texas (WAT) interventions were implemented over a 5-month period in three third-grade classrooms during spring 2012. The respective interventions focused on improving healthy eating and PA behaviors of children and their families. Baseline and immediate post-test data were collected from students and parents/guardians to measure four child, four parent, and four parent-child interaction behaviors. Process data regarding implementation were also collected from teachers and school administration. Forty-four students and 34 parents or guardians provided both pre- and post-test data. Paired-sample t-tests showed statistically significant changes in student knowledge, vegetable preferences, vegetable consumption, and home food availability (all p < 0.05). At baseline, participants' weight status categories included 57% obese, 10% overweight, and 31% normal weight. Postintervention, weight status categories included 39% obese, 16% overweight, and normal 45%. Data collected from teachers indicated high levels of implementation fidelity. Implementation of both interventions occurred at a very high fidelity level, which led to positive changes in BMI status, and several dietary and PA behaviors. Although the pilot study indicated feasibility of the two interventions for school implementation, results guided revisions to the TGEG program and its survey instruments.