Physical Activity Opportunities For Children Research Articles

Forced migration and integration - comparison of physical fitness of children from Poland and Ukraine as an indicator of general health.

The aim of the study was to briefly analyze the results of selected fitness tests of Ukrainian adolescents against their Polish counterparts. The study was school-based, carried out between April and June 2022. It included 642 children from Poland and Ukraine (aged 10 to 16) who attended 10 randomly selected primary schools in Kraków (Poland). Analyzed parameters included physical fitness tests: flexibility test, standing broad jump, 10x5m shuttle run, abdominal muscle strength test (sit-ups, 30 s), handgrip strength (left and right hand) and overhead medicine ball throw (backwards). The Ukrainian girls obtained less favorable results of the fitness tests compared to the Polish children, with the exception of handgrip strength. Also the Ukrainian boys were characterized by lower results of the fitness tests, except for the shuttle run and handgrip strength of the left hand, compared to their counterparts from Poland. The Ukrainian children obtained mainly less favorable results of the fitness tests compared to the Polish children. It should be stressed that analyzed characteristics play an important role in childrens' current as well as future health. Considering the obtained results, to properly accommodate to the changing needs of the population, educators, teachers and parents should advocate for more physical activity opportunities for children. Additionally, interventions focused on fitness, health and wellness promotion, as well as risk-reduction on individual and community levels should be developed and implemented.

ACTIVE YOU: Teacher Attributes and Attitudes Predicting Physical Activity Promotion.

Based on the Health Belief Model, this study examined preservice teacher attributes and attitudes toward providing physical activity opportunities for children in school. A quasi-experimental design was used to collect proof of concept and feasibility data for the ACTIVE YOU intervention as part of teacher education. Examination of a diverse sample of preservice teachers during their fieldwork revealed that those who engage in healthy behaviors and had positive attitudes toward physical activity in schools are more likely to take action and promote physical activity for their students.

SWITCH-ing Quality Physical Education to Multicomponent Comprehensive School Physical Activity Programs

Comprehensive School Physical Activity Programs (CSPAP) coordinate physical activity opportunities for school-age children through physical education, programs offered before/after school and during the school day, and those facilitated through staff involvement and community engagement. An active school is considered to implement quality physical education and one additional CSPAP component. This paper aims to describe evidence-based school initiatives that have used a multicomponent approach to integrating CSPAP in schools. Common themes will be summarized to provide strategies and suggestions on creating, implementing, and sustaining a CSPAP in schools. The Let’s Get Fit to Learn partnered with local underserved elementary schools to increase physical activity at school designed to improve or increase health and on-task behaviors. The Whole Communities-Whole Health is an equity-centered, community-engaged research project one outcome is to deeply integrate physical activity into the school curriculum. SWITCH (School Wellness Integration Targeting Child Health) is an evidence-based CSPAP designed to build capacity through a partnership with 4-H Youth Development. In Ireland, Active School Flag is a national initiative focused on self-reflection, action planning and collaboration at the school level and provides options for schools to achieve the “Flag.” Multicomponent CSPAP purposefully links multiple points of intervention to maximize physical activity opportunities for children. Given the implementation of culturally relevant and contextually grounded learning opportunities in and around schools, the potential for impact and sustainability is high.

Focus on Philanthropy: How The John Rex Endowment Helped Fund Healthier Places in Wake County.

When tackling the issue of access to healthy food and physical activity opportunities for children, policy makers often look to school-focused programs. While those can have significant positive impacts, municipality-level initiatives can play a uniquely effective role. When the John Rex Endowment

Changes in Children's Physical Fitness during Corona-Related Restrictions in Spring/Summer 2020

Due to the increasing spread of the coronavirus (SARS-CoV-2) and the accompanying containment measures, physical activity opportunities for children in the context of school and sport clubs were severely restricted in the spring/summer of 2020. The present study focuses on changes in children's physical fitness during this period. We conducted an almost full census of 131 primary school children in the 2nd grade in Bad Dürkheim, assessing their physical fitness immediately before the school closures on 16 March 2020 and after the end of the summer holidays (end of August) in Rhine-land-Palatinate, Germany. The standardised German motor skills test with nationally representative, gender- and age-specific reference values was used. For evaluation, we used repeated measures analysis of variance to detect significant changes in physical fitness within the observation period. We took into account changes to be expected due to pandemics containment measures, and found a significant increase in physical fitness and BMI for the total sample during the observation period. Only in the dimensions of speed and endurance did the children show less development than would have been expected for their age. The proportion of overweight children increased from 17.7 to 23.8%. The results show that the frequently formulated fear that the Corona-related restrictions in spring/summer 2020 could have negative effects on children's physical development is not completely justified. However, in the view of the authors, the developments in BMI and endurance diagnosed in the short observation period should definitely be understood as a warning signal in the case of further restricted physical activity offers due to school closures, suspended sport clubs and especially wintry weather conditions.

Health-Related Fitness Levels among Title I Elementary School Students.

Over the past few decades, studies have emphasized improving children’s health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A total of 77 elementary students (50.6% female; Mage = 10.0, SD = 0.827) from two Title I elementary schools in the western United States completed the FitnessGram assessments of aerobic capacity, muscular strength and endurance, and flexibility. Descriptive statistics were used to identify the number of students in the Healthy Fitness Zone (HFZ) based upon the FitnessGram HFZ Performance Standards. Less than 17% of students achieved the HFZ for aerobic capacity and only 31.2% achieved the HFZ for upper body strength and endurance. Students performed better for abdominal strength and endurance and flexibility with 55.8% and 68.8% achieving the HFZ, respectively. The results of this study offer insights into the health-related fitness levels of a unique population, students attending Title I schools. School health professionals, including physical education teachers, need to be aware of existing disparities and make efforts to systematically intervene.

Associations between gender, school socioeconomic status, and cardiorespiratory fitness among elementary and middle school students

BackgroundSchools play an important role in providing access to physical activity opportunities for children. There are common economic and gender disparities in physical activity and health-related fitness among children, which may inform a school’s programming needs. The purpose of this study is to gain a better understanding about gender, school-level socioeconomic status, and children’s cardiorespiratory fitness.MethodsThis observational study used 2017–2018 school year data from schools in the Dallas Metropolitan area participating in the Healthy Zone School (HZS) program. Three data sources were integrated: 1) FitnessGram® data, 2) school-level data from the Texas Education Agency, and 3) HZS survey data. Being in the Healthy Fitness Zone (HFZ) for aerobic capacity was the dependent variable, and gender and the percentage of economically disadvantaged students (at the school-level) were key independent variables. Mixed-effects logistic regression models examined associations between dependent and independent variables. Final models were adjusted for age and type of aerobic test.ResultsThere were 67 schools and 15,052 students included in the analysis. When testing main effects, girls had lower odds for being in the HFZ for aerobic capacity than boys (OR = 0.54, CI = 0.47–0.62). Additionally, having a greater percentage of students who were economically disadvantaged was associated with lower odds for being in the HFZ for aerobic capacity (0.98, CI = 0.98–0.99). There was a significant interaction between gender and the percentage of economically disadvantaged students. Results indicated girls had even lower odds (than boys) for being in the HFZ in schools with 90% economically disadvantaged students (OR = 0.44, CI = 0.35–0.55) versus in schools with 15% economically disadvantage students (OR = 0.62, CI = 0.51–0.76).ConclusionsResults suggest girls in Healthy Zone Schools have lower odds to meet aerobic capacity fitness standards than boys. Additionally, boys and girls in schools serving a greater percentage of economically disadvantaged students have lower odds to meet aerobic capacity fitness standards. Last, girls have even lower odds of meeting HFZ standard when attending a school serving a greater percentage of economically disadvantaged students. Thus, schools need to provide more programs for girls targeting aerobic physical activity. This is especially important for schools serving a high percentage of low-income students.

Results from Hong Kong’s 2019 report card on physical activity for children and youth with special educational needs

Background/ObjectiveThe Active Healthy Kids 2019 Hong Kong Report Card on Physical Activity for Children and Youth with Special Educational Needs (SEN) provides evidence-based assessments for nine indicators of physical activity behaviors and related sources of influence for 6- to 17-year-olds with SEN in Hong Kong. This is the first Report Card for this population group in Hong Kong. MethodsThe best available data between 2008 and 2019 were reviewed by a panel of experts. Following the Active Healthy Kids Global Alliance (AHKGA) development process, letter grades were assigned to nine indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behaviors, Family & Peers, School, Community & Environment, and Government Strategies & Investments). ResultsTwo behavior indicators (Overall Physical Activity: F; Sedentary Behaviors: D+) and two contextual indicators (School: B; Government Strategies & Investments: C-) were assigned a letter grade. The remaining indicators including Organized Sport Participation, Active Play, Active Transportation, Family & Peers, and Community & Environment were not graded due to insufficient data. ConclusionsA majority of children and youth with SEN in Hong Kong are physically inactive and have a high level of sedentary behaviors. Schools are ideal settings to promote physical activity for this population. There is a need to develop a comprehensive surveillance system to monitor this population, assess efforts to improve the grades, and promote physical activity opportunities for children and youth with SEN.

Mexico's 2018 Report Card on Physical Activity for Children and Youth: Full report.

ABSTRACTObjectives.Mexico’s 2018 Report Card evaluates the opportunities available for Mexican children and youth to reach healthy levels of physical activity, sleep, and sedentary behavior.Methods.The Report Card is a surveillance system that gathers data from national surveys, censuses, government documents, websites, grey literature, and published studies to evaluate 16 indicators in four categories: Daily Behaviors; Physical Fitness; Settings and Sources of Influence; and Strategies and Investments. Data were compared to established benchmarks. Each indicator was assigned a grade from 1 – 10 (< 6 is a failing grade) or “incomplete” if data was insufficient/unavailable.Results.Daily Behavior grades were: Overall Physical Activity, 4; Organized Sport Participation, 5; Active Play, 3; Active Transportation, 5; Sleep, 7; and Sedentary Behavior, 3. Physical Fitness, received a 7. Settings and Sources of Influence grades were: Family and Peers, incomplete; School, 3; and Community and Environment, 4. Strategies and Investments were: Government Strategies, 6; and Non-Government Organizations, 2.Conclusion.Low grades in 11 of the 16 indicators indicate that schools, families, communities, and government need to work together to improve physical activity opportunities for children and youth in Mexico.

Leveraging Service Learning in PETE Programs: Training Preservice Teachers on the Afterschool Component of CSPAP

The article offers readers an example of how one physical education teacher education (PETE) program created a service-learning course to integrate the Comprehensive School Physical Activity Program (CSPAP) into the PETE curriculum. A PETE professor formed a partnership with a local school to facilitate physical activity opportunities for children during the existing afterschool program. The partnership provided preservice teachers enrolled in the service-learning course with applied experience integrating one component of CSAP.

P178 Nutrition Education and Physical Activity Opportunities at Federal Summer Nutrition Program Sites in North Carolina

Background The Summer Food Service Program and National School Lunch Program Seamless Summer Option are federal Summer Nutrition Programs (SNP) that provide free meals to children in low-income areas during the summer. The USDA recommends offering nutrition education and physical activity opportunities at SNP meal sites, yet it is unclear how many sites are offering these types of activities. Objective To examine the proportion of North Carolina (NC) SNP sites currently offering and interested in offering nutrition education and physical activity opportunities. Study Design, Settings, Participants In October of 2018, an online questionnaire was emailed to staff from SNP sites in NC. Measurable Outcome/Analysis Information on types of enrichment activities offered at meal sites was collected through the question “Were any of the following activities provided at your SNP site(s) this past summer?” A list of activities was provided and response options were “Yes,” “No, and we have no plans to do so next summer,” and “No, but I am interested in doing so next summer.” Descriptive statistics were calculated. Results Among the 241 meal site staff that completed the survey, 203 responded to the questions on enrichment activities. Physical activity/sports were reported being offered by 65% of respondents. Offering nutrition-related activities was less common, with 40% offering nutrition education, 27% cooking activities, 20% taste tests, and 18% gardening activities. Among sites not currently offering a particular type of activity, the percentage of sites interested in offering that activity next summer was 49% for nutrition education, 41% for taste tests, 34% for gardening activities, 30% for cooking activities, and 30% for physical activity/sports. Conclusion The majority of NC SNP site staff responding to the survey did not offer nutrition-related activities during the 2018 summer, although many were interested in offering them next summer. Nutrition educators can partner with SNP sites to provide nutrition-related activities and physical activity opportunities for children. Funding None.

Physical education and leisure-time sport reduce overweight and obesity: a number needed to treat analysis.

School-based physical education (PE) and organised leisure-time sports participation (LTSP) represent important physical activity opportunities for children. We examined the preventive effect of increased PE as well as LTSP on overweight and obesity (OW/OB) in school children. Longitudinal data from children attending 10 primary schools in the Danish municipality of Svendborg, comprising 6 intensive PE (270 min/week) and 4 control (90 min/week) schools were assessed. Age- and sex-specific cut-offs for body mass index (BMI) determined OW/OB status. Associations between OW/OB status and school type (intensive PE or control) or LTSP were investigated using mixed, multilevel logistic regression models. Significant parameter estimates were converted into number needed to treat statistics (NNT). In total, 1009 children (53.3% female; mean age 8.4 ± 1.4 years) were included in the analysis, with 892 children (52% female) being normal weight (NW) at baseline. Eighteen (NNT = 17.1; 95% CI [11.0, 226.1]) children attending an intensive PE school for 2 years, resulted in one fewer case of OW/OB compared with attendance at a normal PE school. For NW children, prevention of one case of OW/OB requires 36 (NNT = 35.8; 95% CI [25.1, 596.3]) children to participate in intensive PE for 2 years in comparison with normal PE. LTSP over 2 years may prevent OW/OB if 15 children participate in one LTSP session/week, 9 in two LTSP sessions/week and 8 in three LTSP sessions/week; for normal weight children, 25 children had to participate in one LTSP session/week, 16 in two LTSP sessions/week and 14 in three LTSP sessions/week. We provide the first NNT estimates of school-based PE and LTSP to prevent the onset of OW/OB. PE, and separately, LTSP seem to have both a protective and a treatment effect against OW/OB in children.

Physical Activity in the Prevention of Childhood Obesity

Childhood obesity is a public health concern that threatens the health and well-being of children worldwide and is associated with several of their chronic health conditions. Although a positive energy balance leads to excess body weight in children, there are several factors that influence their weight status. Dietary intake and physical activity greatly contribute to the energy balance in children. Mental health is also associated with their weight status and physical activity. Further, race and ethnicity, family structure, and the built environment contribute to the amount of physical activity achieved by children. One purpose of the current review is to summarize the connection between physical activity and weight status in children, and highlight key factors influencing this relationship, such as mental health and race, ethnicity, family structure and the built environment. Another purpose of this review is to highlight interventions and policies that may influence the relationship between physical activity and weight status in children. Policies that influence the surrounding environment may enhance children’s accessibility for physical activity and affect neighborhood safety, the density of supermarkets and commercial physical activity facilities available, as well as the provision of structured physical activity opportunities for children. Policies that influence the school environment also provide the opportunity to facilitate additional physical activity for students. Therefore, the overall purpose of this review is to discuss the many factors that influence weight status in children and provide ideas for future research.

Results From England's 2018 Report Card on Physical Activity for Children and Youth.

The Active Healthy Kids England 2018 Report Card provides an updated “state of the nation” resource regarding performances on the provision of, and support for, physical activity opportunities for children and young people. Specifically, in this paper we present and discuss key findings from the 2018 Report Card, a release that serves to revise our 2014 and 2016 report cards via the same systematic approach that incorporates best current data. To this end, these data include national surveys, peer-review outputs, and a variety of nonacademic sources including online content and reports from government and nongovernment organizations.

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

Influence Of A School-based Physical Activity Intervention On Scholastic Performance - The Champs Study-DK

Despite the known benefits of physical activity on physical, cognitive and mental health, there is a trend in many countries to decrease physical activity opportunities for children and adolescents during the school day. PURPOSE: To investigate the influence of a school-based intervention with a tripling of physical education (PE) lessons from two (90 min) to six lessons per week (270 min) added to the normal curriculum on scholastic performance in school-aged children. METHODS: This study is a part of the CHAMPS study-DK, a quasi-experimental study that began in 2008. The intervention group consisted of six schools and four matched schools served as the control group (mean age at baseline = 8.4 years). Academic performance was extracted from the Danish national test system from 2010 to 2014 (Math and Danish were measured at 3rd and 6th, and 2nd, 4th and 6th grade, respectively). Participants for this investigation include 1,888 students, participating in at least one national test of scholastic performance. Mean of three different domains (Danish: language understanding, decoding, and text comprehension, and Math: algebra, geometry, and basic mathematics skills) were obtained as the test results (from 0-100 points). Mother’s educational status was used as an indicator of socioeconomic status (SES). Linear mixed models were applied to test for differences between Groups. RESULTS: No significant differences were observed between groups in any of the academic performance tests (control group reference); Danish 2nd grade β = -1.34 (95% CI -9.90, 7.22), 4th grade β = 0.22 (95% CI -6.12, 6.56), 6th grade β = 1.03 (95% CI -5.02, 7.08) and all grades combined β = 0.28 (95% CI -5.74, 6.31) and Math 3rd grade β = -2.87 (95% CI -9.65, 3.90) and both grades combined β = -1.28 (95% CI -8.10, 5.71). Across groups girls performed significantly better in Danish, whereas boys performed better in Math (all p < 0.05). CONCLUSIONS: No significant differences were observed between intervention and control schools for scholastic performance, which may be interpreted as a positive result, given that a tripling of PE did not result in a cost to scholastic performance. Such findings suggest that increasing physical activity opportunities during the school day does not detract from academic goals, although making the school days longer.

Results From Mexico's 2016 Report Card on Physical Activity for Children and Youth.

The 2016 Mexican Report Card on Physical Activity for Children and Youth aims to assess how Mexico is doing in terms of providing physical activity (PA) opportunities for Mexican children and youth. The purpose of this article is to summarize results from the Mexican 2016 Report Card. A literature search was conducted in Spanish and English languages using major databases, and complemented with a review of government/nongovernment documents, websites, and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. A team of Mexican experts met to discuss and assign a grade on each indicator based on the best available evidence and established benchmarks. Daily behaviors grades were Overall PA (C), Organized Sport Participation (D), Active Play (D-), Active Transportation (C), and Sedentary Behavior (D). For Settings and Sources of Influence, grades were Family and Peers (INC), School (D-), and Community and Environment (D). Strategies and Investments grades were Government Strategies (C) and Non-Government (F). PA and sedentary behaviors among Mexican children and youth remain below the recommended levels. Government and communities are far from providing appropriate and sufficient physical activity opportunities for children and youth.

Results From Canada's 2016 ParticipACTION Report Card on Physical Activity for Children and Youth.

The ParticipACTION Report Card on Physical Activity for Children and Youth is the most comprehensive assessment of child and youth physical activity in Canada and provides an update or "state of the nation" that assesses how Canada is doing at promoting and facilitating physical activity opportunities for children and youth. The purpose of this paper is to summarize the results of the 2016 ParticipACTION Report Card. Twelve physical activity indicators were graded by a committee of experts using a process that was informed by the best available evidence. Sources included national surveys, peer-reviewed literature, and gray literature such as government and nongovernment reports and online content. Grades were assigned to Daily Behaviors (Overall Physical Activity: D-; Organized Sport and Physical Activity Participation: B; Active Play: D+; Active Transportation: D; Physical Literacy: D+; Sleep: B; Sedentary Behaviors: F), Settings and Sources of Influence (Family and Peers: C+; School: B; Community and Environment: A-), and Strategies and Investments (Government: B-; Nongovernment: A-). Similar to previous years of the Report Card, Canada generally received good grades for indicators relating to investment, infrastructure, strategies, policies, and programming, and poor grades for behavioral indicators (eg, Overall Physical Activity, Sedentary Behaviors).

Results From Denmark's 2016 Report Card on Physical Activity for Children and Youth.

The first Danish Report Card on Physical Activity (PA) for Children and Youth describes Denmark's efforts in promoting and facilitating PA and PA opportunities for children and youth. The report card relies primarily on a synthesis of the best available research and policy strategies identified by the Report Card Research Committee consisting of a wide presentation of researchers and experts within PA health behaviors and policy development. The work was coordinated by Research and Innovation Centre for Human Movement and Learning situated at the University of Southern Denmark and the University College Lillebaelt. Nine PA indicators were graded using the Active Healthy Kids Canada Report Card development process. Grades from A (highest) to F (lowest) varied in Denmark as follows: 1) Overall Physical Activity (D+), 2) Organized Sport Participation (A), 3) Active Play (INC; incomplete), 4) Active Transportation (B), 5) Sedentary Behaviors (INC), 6) Family and Peers (INC), 7) School (B), 8) Community and the Built Environment (B+), and 9) Government strategies and investments (A-). A large proportion of children in Denmark do not meet the recommendations for PA despite the favorable investments and intensions from the government to create good facilities and promote PA.

A36 Active transportation: are Canadian children and youth reaching the target?

Abstract Background Active transportation is an important source of physical activity for children and youth. Since 2005, the annual Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth has been a major knowledge translation tool that outlines how Canada is doing in terms of providing physical activity opportunities for children and youth. The purpose of this review is to provide an overview of the grades for the active transportation indicator over the last 10 years and highlight the best available evidence that informed these grades. Methods Based on an annual review of the Canadian active transportation literature, a panel of experts assigned a grade by consensus to represent the proportion of children and youth engaging in active transportation. Key considerations included the quality of evidence and the presence of disparities (e.g., time-trends, geographic, gender, and socioeconomic differences). A letter-based grading scheme was used to rate the proportion of children and youth that engage in regular active transportation: A, 81%–100%; B, 61%–80%; C, 41%–60%; D, 21%–40%;F, 0%–20%; INC, incomplete data. The grading scheme also incorporated a plus-minus system depending on trends over time and the presence of disparities (i.e., race/ethnicity, disabilities, immigration status, socioeconomic status, geography, gender, and age). Results Over the last 10 years, the active transportation grade has steadily remained at “D”. This is primarily attributable to consistent evidence showing that about 25-35% of Canadian children and youth engage in active transportation to/from school. Conversely, the 2013 Report Card highlighted that the percentage of young Canadians using only motorized modes rose from 51 to 62% between 2000 and 2010. Furthermore, children living in higher socioeconomic status families, in Eastern provinces, in rural areas or in smaller cities were consistently less likely to engage in active transportation to/from school. Conclusions Canada has consistently received D grades for the active transportation indicator due to the low prevalence of active transportation to/from school. Moreover, motorized school travel has increased over the last decade, thereby depriving children of an important source of physical activity. Very few data are available regarding trips to/from other destinations, underscoring a need for future research. The Report Card has been a successful knowledge translation tool that has recently been replicated in several countries around the world.