Children's Physical Activity Levels Research Articles

Can anthropometry and physical fitness testing explain physical activity levels in children and adolescents with obesity?

ObjectivesAs time with patients and resources are increasingly limited, it is important to determine if clinical tests can provide further insight into real-world behaviors linked to clinical outcomes. The purpose of this study was to determine which aspects of anthropometry and physical fitness testing are associated with physical activity (PA) levels among youth with obesity. DesignCross-sectional study. MethodAnthropometry [height, waist circumference, bodyweight, fat percentage], physical fitness [muscular endurance (partial curl-ups), flexibility (sit-and-reach), lower-body power (long-jump), upper-body strength (grip), speed/agility (5×5-m shuttle), cardiorespiratory fitness (VO2-max)], and PA [light (LPA), moderate (MPA), vigorous (VPA), MVPA] was assessed in 203 youth with obesity. ResultsThe sample was stratified by age <12 yrs (children); 12 yrs (adolescents) and sex. Stepwise regression evaluated associations between PA with anthropometry and physical fitness. Children (57% male) and adolescents (45% male) had a BMI Z-score of 3.5(SD:0.94) and 3.1(SD:0.76) respectively. Long-jump explained 19.5% [(Standardized) Beta=0.44; p=0.001] of variance in VPA for childhood girls and 12.6% (Beta=0.35; p=0.025) of variance in MPA for adolescent boys. 5×5-m shuttle explained 8.4% (Beta=−0.29; p=0.042) of variance in MVPA for childhood girls. Body mass explained 6.3% (Beta=−0.25; p=0.007) of variance in LPA in childhood boys. Fat percentage explained 9.8% (Beta=0.31; p=0.03) of variance in MPA in adolescent girls. ConclusionsIn conclusion, tests of lower body power, body mass and fat percentage provide limited information concerning PA levels in youth with obesity. Activity monitoring should be considered in addition to clinical assessments to more fully understand youth health.

Assessing the effectiveness of a naturally occurring population-level physical activity intervention for children

ObjectivesThe aim of the study was to assess the impact of a recreation access pass on grade 5 children's physical activity (PA) levels. Study designThis is a pre-post evaluation of a population-level community-based intervention. MethodsAll grade 5 students in (London, Ontario, Canada) were invited to participate in the [ACT-i-Pass] program (G5AP) in May 2014. A total of 643 children completed surveys, that included Physical Activity Questionnaire for Children (PAQ-C), at baseline (October 2014) and 6-month follow-up (April 2015). Difference in the means t-test compared PAQ-C scores between baseline and follow-up for the sample and subgroups. Multiple regression analysis tested associations between change in PAQ-C scores and intrapersonal-, interpersonal-, and physical environment-level variables. ResultsPA increased significantly from baseline to 6-month follow-up. Girls, visible minorities, immigrants, and children with low parental support experienced significant increases in PA. Regression found girls benefitted from the G5AP significantly more than boys, and lower parental support is related to increases in PA. ConclusionThe findings indicate that collaboratively developed, community-based interventions can significantly increase children's PA levels, particularly among subgroups with traditionally lower PA. The pre-post evaluation of this community-based intervention provides useful evidence for developing policies and programs aimed at making population-level improvements in children's PA levels.

Effects of active video games on children and adolescents: A systematic review with meta-analysis.

To investigate the effectiveness of active video games (AVGs) on obesity-related outcomes and physical activity levels in children and adolescents. Systematic review with meta-analysis. Literature search was performed in five electronic databases and the main clinical trials registries. Randomized controlled trials investigating the effect of AVGs compared with no/minimal intervention on obesity-related outcomes (body mass index [BMI], body weight, body fat, and waist circumference) and physical activity levels of children and adolescents were eligible. Two independent reviewers extracted the data of each included study. PEDro scale was used to assess risk of bias and GRADE approach to evaluate overall quality of evidence. Pooled estimates were obtained using random effect models. Twelve studies were considered eligible for this review. Included studies mostly reported outcome data at short-term (less or equal than three months) and intermediate-term follow-up (more than 3months, but <12months). AVGs were more effective than no/minimal intervention in reducing BMI/zBMI at short-term (SMD = -0.34; 95% CI: -0.62 to -0.05) and intermediate-term follow-up (SMD=-0.36; 95% CI: -0.01 to -0.71). In addition, AVGs were more effective in reducing body weight compared with no/minimal intervention at intermediate-term follow-up (SMD=-0.25; 95% CI: -0.46 to -0.04). Regarding physical activity levels, AVGs were not more effective compared with minimal intervention at short-term and intermediate-term follow-up. Our review identified that AVGs were better than minimal intervention in reducing BMI and body weight, but not for increasing physical activity in young people.

Physical Activity Interventions in Diverse US Schools: A Systematic Review

Objectives: Many researchers have studied the effectiveness of school-based physical activity (PA) interventions in promoting children's PA; yet, much remains unknown about best practices for promoting PA in diverse populations of school-aged US children. The purpose of this systematic review was to evaluate the impact of elementary school-based PA interventions on children's PA levels in minority or underserved populations. Methods: Studies were identified through a systematic search of electronic databases, related references, and additional sources. Inclusion criteria included US-based randomized controlled trials with validated instruments and scales. Results: A total of 10 publications met the inclusion criteria. Included studies had varying settings (classroom, playground, etc), study population sizes, and durations. Five of the 10 interventions, including all of the classroom-based interventions, were effective, and the others were equivocal. The effective PA interventions were well-planned and were implemented with fidelity to achieve sustainable results. Conclusion: Overall, classroom-based interventions improve the PA level of elementary-school age children. The lack of uniformity and fidelity in implementation across interventions limits the interpretation of the findings. Although we conducted a comprehensive search, only 10 studies met the inclusion criteria for this review, indicating a critical need for more research in this area.

The Use of Public Playgrounds and its Contribution to Daily Physical Activity Levels of Children in Primary School Age

Vor dem Hintergrund eines vielfach konstatierten zunehmenden Bewegungsmangels und längerer Sitzzeiten bei Kindern befasst sich der Beitrag mit der Spielplatznutzung und der damit verbundenen Bewegungsaktivität. Auf Basis einer regionalen Stichprobe von Kindern im Grundschulalter (N=150, 6-11 Jahre) und gestützt auf kombinierte Daten aus Aktivitätstagebüchern, Elternfragebögen und objektiven Messungen der Bewegungsaktivität der Kinder per Akzelerometrie kann gezeigt werden, dass 54 Prozent der untersuchten Kinder öffentliche Spielplätze nutzen, darunter überproportional viele Kinder aus Familien mit niedrigeren formalen Bildungsabschlüssen. Pro 30-minütigem Spielplatzaufenthalt absolvierten die Kinder im Durchschnitt 754 Schritte und erreichten sechs Minuten Bewegungsaktivität in einer gesundheitsrelevanten Intensität. Regressionsanalysen zeigen, dass die Nutzung von Spielplätzen positiv und signifikant zur täglichen Bewegung von Kindern beiträgt. Die Größe des Effekts ist etwa vergleichbar mit der einer Mitgliedschaft im Sportverein.

The International Impact of the Active Healthy Kids Global Alliance Physical Activity Report Cards for Children and Youth.

In response to growing concerns over high levels of physical inactivity among young people, the Active Healthy Kids Global Alliance developed a series of national Report Cards on physical activity for children and youth to advocate for the promotion of physical activity. This article provides updated evidence of the impact of the Report Cards on powering the movement to get children and youth moving globally. This assessment was performed using quantitative and qualitative sources of information, including surveys, peer-reviewed publications, e-mails, gray literature, and other sources. Although it is still too early to observe a positive change in physical activity levels among children and youth, an impact on raising awareness and capacity building in the national and international scientific community, disseminating information to the general population and stakeholders, and on powering the movement to get kids moving has been observed. It is hoped that the Report Card activities will initiate a measurable shift in the physical activity levels of children and contribute to achieving the 4 strategic objectives of the World Health Organization Global Action Plan as follows: creating an active society, creating active environments, creating active lives, and creating active systems.

P88 The Development of a Nutrition Education Mobile Application (Mhealth) for Latino Families: The Padres Preparados, Jóvenes Saludables Experience

Objective Childhood obesity rates remain high specially for ethnic communities. The Padres Preparados, Jovenes Saludables (Prepared Parents, Healthy Youth— Padres for short) is a family-based intervention that aims to increase father involvement in positive parenting practices to address youth energy balance-related behaviors (EBRBs) (i.e. sugar sweetened beverage, fruit and vegetable, and breakfast consumption; physical activity and sedentary behavior). Participants are Latino immigrant fathers with an adolescent youth (10 to 14 years old). The in-person format however can limit the participation of some fathers. Use of Theory or Research This proposal describes the development of a mHealth Application (APP) to implement a blended (in-person and APP) delivery to address some barriers for participation by enabling fathers to access three sessions remotely. Padres is based on social cognitive theory, modeling reasoning and teaching, home availability and accessibility, and social support. Additionally, we followed principles of design thinking during the development of the APP. Target Audience Latino immigrant families (especially fathers) with adolescent children (10-14 years old). Program Description Padres is a culturally grounded, family-skills program for Latino immigrant families. The original in-person intervention includes eight sessions (2.5 hours each) focusing on improving diet and physical activity levels for children by strengthening parenting practices. The APP includes the content of three out of the eight original sessions: adolescent development, rules and expectations, and monitoring and supervision. Each of the three sessions follows an active learning steps including instructional videos, reflection, skills building and text follow-ups. Evaluation Methods A pilot study of the blended approach is underway and will be concluded in mid-March with intervention assessments and incudes a comparison among in-person and blended format delivery on parenting practices and both youth physical activity and dietary habits. Conclusions There are few mHealth programs designed for Latino families. This blended approach is an innovative way to flexibility for program participation among Latino families. Funding USDA.

Effects of school-based interventions on motivation towards physical activity in children and adolescents: protocol for a systematic review

BackgroundRecent studies have observed low levels of physical activity in children and adolescents worldwide. Physical activity interventions are increasingly carried out to counteract this development. The school environment is an ideal setting for such interventions to take place as large numbers of children and adolescents can be addressed. With the assumption that motivation is the key to initiate and sustain beneficial health behaviors, theory-based intervention studies apply motivational strategies to increase students’ participation in physical activity. The main objective of this systematic review will be to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards physical activity in school-aged children and adolescents.MethodsComprehensive literature searches will be conducted in multiple electronic databases, including MEDLINE, Scopus, PsycINFO, ERIC, PSYNDEX, Physical Education Index, and SPORTDiscus. We will include randomized controlled trials (RCTs) and quasi-experimental studies examining the effects of school-based physical activity interventions (e.g., physical activity components during school lessons including physical education, or during morning, lunch and afternoon breaks). Primarily extracurricular physical activity interventions will not be considered. The primary outcomes will be students’ motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Secondary outcomes will be the students’ physical activity behaviors in-class, during school, and in leisure time. Only peer-reviewed articles published in English will be considered. Three reviewers will independently screen all citations and full-text articles, and two reviewers will abstract data. The quality of the included studies will be assessed with the Cochrane Collaboration’s tool for assessing risk of bias for RCTs and the GRADE methodology will be used to assess the certainty of the body of retreived evidence.DiscussionIn order to increase and maintain physical activity levels in children and adolescents, motivation towards physical activity should be sustained. It is anticipated that the results of this systematic review will provide information as to which strategies implemented in the school setting are effective in increasing students’ motivation towards physical activity, and hence increase their physical activity during school and after-school hours.Systematic review registrationPROSPERO CRD42018110306

Lifestyle and Environmental Factors Associated with Predictors of Childhood Obesity

This cross-sectional study examined the relationship between behaviors (physical activity and eating patterns) and socioeconomic and built factors that affect childhood obesity. A sample of 171 participants were selected from three elementary schools in Montclair, California. Family SES and health information about the students were gathered. The number of parks, fast food restaurants, and grocery stores within school district border lines were tallied, and data was analyzed using logistic regression. Lower income was associated with 2.11 times higher odds of consuming fast food, and 3.06 times higher odds of consuming soda. Feeling unsafe in the neighborhood was associated with 2.57 times higher odds of consuming fast food. Children whose parents had some college education were 3.23 times more likely to consume milk, 2.97 times more likely to consume vegetables, and 2.29 times more likely to engage in physical activity than parents with no more than high school education. Children engaging in physical activity were 69% less likely to be obese. Parent income, parent education, and concern for neighborhood safety affected the eating habits and physical activity level of children in Montclair. Increased fast food consumption and decreased physical activity were associated with higher BMI percentiles among this population.

A closer look at the relationship among accelerometer-based physical activity metrics: ICAD pooled data

BackgroundAccelerometers are widely used to assess child physical activity (PA) levels. Using the accelerometer data, several PA metrics can be estimated. Knowledge about the relationships between these different metrics can improve our understanding of children’s PA behavioral patterns. It also has significant implications for comparing PA metrics across studies and fitting a statistical model to examine their health effects. The aim of this study was to examine the relationships among the metrics derived from accelerometers in children.MethodsAccelerometer data from 24,316 children aged 5 to 18 years were extracted from the International Children’s Accelerometer Database (ICAD) 2.0. Correlation coefficients between wear time, sedentary behavior (SB), light-intensity PA (LPA), moderate-intensity PA (MPA), vigorous-intensity PA (VPA), moderate- and vigorous-intensity PA (MVPA), and total activity counts (TAC) were calculated.ResultsTAC was approximately 22X103 counts higher (p < 0.01) with longer wear time (13 to 18 h/day) as compared to shorter wear time (8 to < 13 h/day), while MVPA was similar across the wear time categories. MVPA was very highly correlated with TAC (r = .91; 99% CI = .91 to .91). Wear time-adjusted correlation between SB and LPA was also very high (r = −.96; 99% CI = -.96, − 95). VPA was moderately correlated with MPA (r = .58; 99% CI = .57, .59).ConclusionsTAC is mostly explained by MVPA, while it could be more dependent on wear time, compared to MVPA. MVPA appears to be comparable across different wear durations and studies when wear time is ≥8 h/day. Due to the moderate to high correlation between some PA metrics, potential collinearity should be addressed when including multiple PA metrics together in statistical modeling.

Integrating physical activity into the primary school curriculum: rationale and study protocol for the \u201cThinking while Moving in English\u201d cluster randomized controlled trial

BackgroundThe current and declining physical activity levels of children is a global concern. Integrating physical activity into the school curriculum may be an effective way not only to improve children’s physical activity levels but also enhance educational outcomes. Given the recent national focus in Australia on improving the literacy levels of children in primary school, and an increasing proportion of time spent on explicitly teaching these skills, integrating physical activity into English could be a viable strategy to improve literacy levels and physical activity at the same time. The aim of this study is to evaluate the impact of the ‘Thinking While Moving in English’ (TWM-E) program on children’s physical activity, on-task behavior in the classroom, academic achievement, and executive function.MethodsGrade 3–4 children from 10 public schools in New South Wales, Australia will be randomly allocated to intervention (n = 5) or control (n = 5) groups. All teachers will receive 1-day workshop of registered professional learning and a TWM-E equipment pack (e.g., chalk, lettered bean bags). Intervention schools will be asked to adapt their English lessons to embed movement-based learning in their daily program for three 40-min lessons per week, over a six-week period. The primary outcome is children’s physical activity levels across the school day (measured using accelerometry). Secondary outcomes are children’s on-task behavior during English lessons, academic achievement in English, and executive function. A detailed process evaluation will be undertaken including questionnaires, fidelity checks, and teacher and student interviews.DiscussionThe TWM-E program has the potential to improve primary school children’s physical activity levels, along with academic outcomes (on-task behavior, cognition, and academic achievement), and provide stakeholders with exemplar lessons and guidelines which illustrate how to teach English to children whilst they are moving.Trial registrationAustralian and New Zealand Clinical trial Register ACTRN12618001009202Date registered: 15/06/2018 retrospectively registered.

The \u201cgreat live and move challenge\u201d: a program to promote physical activity among children aged 7\u201311\u2009years. Design and implementation of a cluster-randomized controlled trial

BackgroundRecent population-based surveys have reported that large majorities of children in France, Europe and in the US are not complying with international physical activity (PA) guidelines. There is, therefore, a need to find programs that will improve children’s PA habits from an early age. Theory-based interventions that include school, family, and community involvement have the potential to generate a considerable increase in the PA level of children. The theory of planned behavior (TPB) is one of the most widely tested models of the factors influencing health-related behaviors. The Great Live and Move Challenge (GLMC) is an extended TPB-based intervention designed to promote PA in French primary school children aged 7–11 years. The objective of this paper is to describe the protocol of a randomized controlled trial to evaluate the effectiveness of the GLMC on the PA level of children.MethodsThis is a two-year cluster-randomized controlled trial comparing an intervention group to a control group, randomized into clusters (community of communes) and stratified by department (Hérault, Gard, Aude) and residential environment (urban, rural). The goal is to recruit 4000 children. The GLMC involves children and their parents, and multiple local grassroots partners, such as school teachers, municipal officials and policy stakeholders. The intervention will be delivered over 3.5 months per year for a two-year period. Pre- and post-intervention, children and parents will be asked to fulfill a questionnaire concerning current PA level, TPB variables (i.e., intentions, attitudes, subjective norms, perceived behavioral control) and other psychosocial variables (e.g., perceptions of activity opportunities). A subsample of 400 children will be proposed to wear an accelerometer (i.e., the Actigraph GT3X+). The primary hypothesis is that the GLMC intervention will increase the proportion of children achieving the World Health Organization’s recommended 60 min of moderate to vigorous PA per day by 15%.DiscussionThis study will evaluate the effectiveness of a multilevel, theory-based PA program and potentially provide valuable information for schools and public health officers looking for innovative PA programs.Trial registrationISRCTN:61116221, 19/06/2018.

Comparison and validation of accelerometer wear time and non-wear time algorithms for assessing physical activity levels in children and adolescents

BackgroundAccelerometers are widely used to measure sedentary time and daily physical activity (PA). However, data collection and processing criteria, such as non-wear time rules might affect the assessment of total PA and sedentary time and the associations with health variables. The study aimed to investigate whether the choice of different non-wear time definitions would affect the outcomes of PA levels in youth.MethodsSeventy-seven healthy youngsters (44 boys), aged 10–17 years, wore an accelerometer and kept a non-wear log diary during 4 consecutives days. We compared 7 published algorithms (10, 15, 20, 30, 60 min of continuous zeros, Choi, and Troiano algorithms). Agreements of each algorithm with the log diary method were assessed using Bland-Altmans plots and by calculating the concordance correlation coefficient for repeated measures.ResultsVariations in time spent in sedentary and moderate to vigorous PA (MVPA) were 30 and 3.7%. Compared with the log diary method, greater discrepancies were found for the algorithm 10 min (p < 0.001). For the time assessed in sedentary, the agreement with diary was excellent for the 4 algorithms (Choi, r = 0.79; Troiano, r = 0.81; 30 min, r = 0.79; 60 min, r = 0.81). Concordance for each method was excellent for the assessment of time spent in MVPA (> 0.86). The agreement for the wear time assessment was excellent for 5 algorithms (Choi r = 0.79; Troiano r = 0.79; 20 min r = 0.77; 30 min r = 0.80; 60 min r = 0.80).ConclusionsThe choice of non-wear time rules may considerably affect the sedentary time assessment in youth. Using of appropriate data reduction decision in youth is needed to limit differences in associations between health outcomes and sedentary behaviors and may improve comparability for future studies. Based on our results, we recommend the use of the algorithm of 30 min of continuous zeros for defining non-wear time to improve the accuracy in assessing PA levels in youth.Trial registrationNCT02844101 (retrospectively registered at July 13th 2016).

Association of Teacher-Level Factors With Implementation of Classroom-Based Physical Activity Breaks.

Classroom-based physical activity (CBPA) breaks are a common strategy to increase elementary school children's physical activity (PA) levels. There is limited research examining how teacher-level factors impact teacher implementation of CBPA breaks. In this study, we assessed the relationship of teacher-level factors with teacher use of a CBPA resource. We randomized 6 elementary schools in rural Oregon into control (N = 3) or intervention (N = 3) conditions. Each teacher at intervention schools received the CBPA resource. Teachers at control schools received 1 CBPA-Toolkit per grade level to share, and received no training. We surveyed teachers on their use of the toolkit, implementation support and self-efficacy, and value for PA. Logistic regression was used to examine the odds of toolkit use by teacher-level factors. Among survey respondents (N = 83), 57% were self-identified toolkit users and 48% attended a training. Training participation and teacher implementation self-efficacy were associated with greater odds of using the toolkit (odds ratio, OR = 7.76 [95% confidence interval, CI = 1.39-43.19] and OR = 5.54 [95% CI = 1.24-23.87], respectively). CBPA tools supported with training aimed at developing teachers' implementation self-efficacy increased the likelihood of teachers employing CBPA tools.

Barriers to daily life physical activities for Brazilian children with asthma: a cross-sectional study

BackgroundObjective: To identify barriers to daily life physical activities (DLPA) and to evaluate physical activity levels for children with asthma and without asthma.Method: This is a cross-sectional study that enrolled 130 children with asthma and 54 non-asthma, from 7 to 12 years old. All of the children in both groups used an accelerometer for 6 consecutive days to assess DLPA and completed a questionnaire to evaluate barriers to physical activity. Accelerometer was used to measure each child’s total number of steps, as well as the number of steps and the time spent in moderate-to-vigorous physical activity (MVPA). The barrier questionnaire to DLPA included 11 questions, divided into three domains: personal, social and environmental.Results: The most commonly described barrier to DLPA in the asthma and non-asthma groups was an unsafe environment (23.6% vs 28.5%, respectively). The asthma group reported having asthma (19%) and lack of parental encouragement (17.3%) as being other important barriers to DLPA. It was also observed that the asthma and non-asthma groups presented similar values for the total number of steps (13,379 ± 3,837 vs 14,055 ± 3,914, respectively, p > 0.05), number of steps in MVPA (5,654 ± 1,988 vs. 6,025 ± 2,058, p > 0.05), and time spent in MVPA (46 ± 16 min vs. 50.8 ± 14.7 min, p > 0.05).Conclusions: An unsafe environment is the main barrier to physical activity for Brazilian children. Moreover, a lack of parental encouragement and having asthma were considered to be barriers to physical activity. And lastly, children have similar levels of physical activity whether they have asthma or do not have asthma.

Suboptimal Nutrition and Low Physical Activity Are Observed Together with Reduced Plasma Brain-Derived Neurotrophic Factor (BDNF) Concentration in Children with Severe Cerebral Palsy (CP).

Brain-derived neurotrophic factor (BDNF) is a mediator of exercise and nutrition-induced neural plasticity. In children with cerebral palsy (CP), neuromuscular deficits and mobility impairment have a negative impact on their physical activity level and nutritional status, but whether these children have reduced BDNF concentrations is unknown. Therefore, the aim of the present study was to investigate the plasma BDNF concentration, nutritional status, and physical activity level in children with mild to severe CP. Blood sampling, dietary registration, and questionnaires were completed for children with mild CP (gross motor function classification system (GMFCS) I–II, n = 31, age 10.6 ± 0.6 years), severe CP (GMFCS IV–V, n = 14, age 10.9 ± 1.1 years) and typically developed (TD) children (n = 22, age 10.9 ± 0.6 years). Children with severe CP had ~40% lower plasma BDNF concentration than TD children (p < 0.05). Furthermore, children with severe CP had lower daily physical activity level than TD children (p < 0.01), and a daily intake of energy, n-3 fatty acids, and dietary fibers that was only ~50% of TD (p > 0.001). Reduced plasma BDNF concentrations were observed in children with severe CP. This may be of significance for optimal neural growth and plasticity. This was observed together with low physical activity levels and a suboptimal intake of energy, n-3 fatty acids, and dietary fibers.

Improving Cognitive Performance of 9-12 Years Old Children: Just Dance? A Randomized Controlled Trial.

Exercise is assumed to have positive effects on children’s cognitive performance. However, given the inconclusive evidence for the long-term effects of exercise, it is difficult to advice schools on what specific exercise programs can improve children’s cognitive performance. In particular, little is known about the effects of small exercise programs that may be feasible in daily school practice. Therefore, we assessed the effects of a 9-weeks program consisting of daily exercise breaks on children’s cognitive performance, aerobic fitness and physical activity levels. We conducted a cluster-randomized controlled trial in 21 classes of eight Dutch primary schools. A total of 512 children aged 9–12 years participated. The exercise intervention had a duration of 9 weeks and consisted of a daily 10-min classroom-based exercise break of moderate to vigorous intensity. Before and after the intervention, we used four cognitive tasks (i.e., the Attention Network Test, Stroop test, d2 test of attention and Fluency task) to measure children’s cognitive performance in domains of selective attention, inhibition and memory retrieval. In addition, we measured aerobic fitness with a Shuttle Run test and physical activity during school hours by accelerometers. We analyzed data using mixed models, adjusting for baseline scores, class and school. After 9 weeks, there were no intervention effects on children’s cognitive performance or aerobic fitness. Children in the intervention group spent 2.9 min more of their school hours in moderate to vigorous physical activity as compared to the children in the control group. In conclusion, daily 10-min exercise breaks in the classroom did not improve, nor deteriorate cognitive performance in children. The exercise breaks had no effect on children’s fitness, and resulted in 2.9 min more time spent in moderate to vigorous physical activity during school hours. Daily exercise breaks can be implemented in the classroom to promote children’s physical activity during school time, without adverse effect on their cognitive performance.

Web-based intervention to promote physical activity in Taiwanese children

PurposeThis study investigated the effectiveness of a theory-based, technology-integrated website in promoting the physical activity of schoolchildren. Design and methodsA website designed using a self-management strategy and supplemented with a geographical information system (GIS) mapping function was used to increase children's physical activity levels. A total of 524 students from six elementary schools in Taipei City completed surveys at three times during 2010 and were assigned to one of three groups: (1) a self-management group, using a website employing a goal-setting strategy and a storytelling schema based on a classical Chinese novel; (2) a knowledge-only group that was given only access to the website; or (3) a control group that was only given lectures and not allowed to access the website. ResultsAfter adjustment for the effects of the pretest, the self-management and knowledge-only groups were found to be more physically active and have higher self-efficacy than the control group. Moreover, the self-management group had higher scores for these two variables than the knowledge-only group. Furthermore, the intervention was more effectives for male students than female students. ConclusionOverall, the self-management website proved to be effective in promoting schoolchildren's physical activity. The positive correlation of self-efficacy with the ability to handle the difficulties inherent in physical activity continued for 3 months after the intervention was completed.

Change in Children's Physical Activity: Predictors in the Transition From Elementary to Middle School

Interventions to promote physical activity in children should be informed by knowledge of the factors that influence physical activity behavior during critical developmental transitions. The purpose of this study is to identify, from a comprehensive, multidomain set of factors, those that are associated with change in objectively measured physical activity in children as they transition from elementary to middle school. The study used a prospective cohort design, with children observed in fifth, sixth, and seventh grades. Growth curve analyses were used to examine associations between exposure variables measured at baseline and children's physical activity across three observations. A total of 828 children, aged 10.6 (SD=0.5) years at baseline provided physical activity data in fifth grade and at one or both follow-ups. Exposure variables assessed child characteristics, parent characteristics, home characteristics, social factors, school environment, and community characteristics. Physical activity was measured via accelerometry. Data were collected in two school districts in South Carolina in 2010-2013 and analyzed in 2017. Variables measured within the child, parent/home, and community domains were positively associated with children's physical activity as they transitioned from fifth to seventh grade. These included parent encouragement of physical activity, parental support for physical activity, child sports participation, parent's report of the child's physical activity level, the child's time spent outdoors, social spaces for physical activity in the community, and the number of physical activity facilities that were proximal to the child's home. Interventions designed to increase children's physical activity should include strategies that target multiple domains of influence.

Associations between organised sport participation and classroom behaviour outcomes among primary school-aged children

IntroductionPhysical activity is positively associated with children’s classroom behaviour. However, less is known about how different types of physical activity contribute to these outcomes. This study examines associations between sport participation and classroom behaviour among primary school-aged children.MethodsParents of 568 children aged 9–11 years reported child sport participation and classroom behaviour outcomes (school functioning, inattention, classroom behaviour (fidgetiness), acting without thinking and poor concentration). Sport participation included: duration (hours/week) and type (individual; team; team and individual). Regression analyses assessed associations between sport participation and classroom behaviour outcomes. Analyses adjusted for maternal education, and objectively-measured overall physical activity, and accounted for clustering by recruitment centre. Sex differences in associations were explored as a secondary aim.ResultsIn comparison to children who did not participate in sport, children who participated in sport displayed less inattention/hyperactivity (individual sport: B = -1.00;95%CI:-1.90, -0.00; team sport:-0.88;95%CI:-1.73, -0.03) and less acting without thinking (individual sport: OR = 0.35;95%CI:0.13,0.98), after adjusting for overall physical activity. There were no sex differences in associations.ConclusionsFindings indicated sport participation, one form of physical activity, was associated with less inattention/hyperactivity and acting without thinking, over and above the influence of overall physical activity levels. Parents may consider sport as one way to contribute to their child’s overall physical activity levels, although the impact of organised sport on classroom behaviour is modest at best.