Physical Activity Outside Research Articles

School-based physical activity during the COVID-19 pandemic

School closures and restrictions related to the COVID-19 pandemic changed opportunities for youth physical activity (PA). We sought to identify school and other contextual conditions associated with youth PA during the COVID-19 pandemic. Participants were 500 parents of children ages 6-10 years old and 500 parent-child dyads with children and adolescents ages 11-17 years old who completed a web-based questionnaire. Quotas and demographic matching were used to generate a sample that was representative of United States adults on key demographic characteristics. Multivariable linear regression was used to assess the association between days per week of at least 60 minutes of PA with school, family, and neighborhood characteristics, controlling for child age and gender. Youth engaged in more days per week of PA when they attended school in person (B=0.75, SE=0.22, p<0.001), participated in school physical education (PE) (B=0.83, SE=0.23, p<0.001), school sports (B=0.98, SE=0.25, p<0.001), and community sports (B=0.68, SE=0.23, p=0.003), and had parents that engaged in high versus low levels of PA, (B=1.22, SE=0.21, p<0.001). The COVID-19 pandemic negatively impacted youth PA, in part, due to restriction of school-based PA opportunities. During future pandemics or conditions that necessitate remote learning, attention to opportunities for PA outside of PE class may be important for equitable PA promotion.

Parent and child perceptions of physical activity with type 1 diabetes

IntroductionType 1 diabetes (T1D) is a lifelong illness that affects over 2500 children in Ireland. Management involves complex daily regimens including frequent blood glucose monitoring, pharmacotherapy, dietary management, and physical...

Description of Farmer's Clean and Healthy Living Behavior in the Workplace Order

Introduction: Clean and Healthy Living Behavior is one of the government programs that aims to encourage people to increase knowledge and apply healthier life behaviors in various workplace settings. This study aims to describe the clean and healthy living behavior of farmers in the workplace setting. Methods: This study uses an observational quantitative method with a descriptive-analytical research design and a cross-sectional study approach. The sampling technique used quota sampling with the number of samples that met the inclusion and exclusion criteria, namely 80 respondents. Collecting data using the Questionnaire for the Assessment of Clean and Healthy Life Behavior in the Workplace Arrangement from the Ministry of Health of the Republic of Indonesia. Results: The results showed that 44 farmers (55%) had a smoking habit while at work, 63 farmers (78.8%) did not consume or buy food sources from the workplace, and 44 farmers (55%) did not do a physical activity outside. working hours, 46 farmers (57.5%) did not wash their hands in running water, 69 farmers (87.5%) did not try to eradicate larvae at work, 52 farmers (65%) did not use clean water facilities, 62 farmers (77 .5%) perform defecation and defecation in healthy latrines/toilet, 67 farmers (83.8%) dispose of waste in its place, and 54 farmers (67.5%) have used the appropriate PPE. Conclusion: Clean and healthy living behavior needs to be done in a disciplined manner and there needs to be an evaluation that can be started from local health workers.

Physical Activity at School Recess: A Key Element in Balancing Social Disparities.

BACKGROUNDSince children are generally not achieving desirable levels of physical activity (PA), schools can provide an opportunity to increase their active time. This study aimed to describe individual‐ and social‐level variables associated with PA at school recess in a culturally diverse primary school.METHODSThis observational cross‐sectional study included 131 children attending primary school. PA data were measured via accelerometry during school recess and analyzed in relation to data on sociodemographics, anthropometrics, and PA outside school. Data were analyzed using generalized linear modeling and logistic regression.FINDINGSGirls were more sedentary and engaged in less moderate to vigorous physical activity (MVPA) than boys (p < .001), while older girls were less active than younger girls (p < .001). Also, non‐Caucasian children were less sedentary (p < .001) and engaged in more MVPA (p = .007). Belonging to ethnic minorities was also associated with lower socioeconomic status, higher body mass index, and less PA outside of school and on weekends.CONCLUSIONSGirls (especially older girls) and children from lower socioeconomic contexts should be prioritized when promoting PA.IMPLICATIONS FOR SCHOOL HEALTH POLICYSchool recess can be used as an effective strategy aimed at increasing PA and reducing social inequalities.

Comparison of Different Physical Activity Measures in a Cardiac Rehabilitation Program: A Prospective Study.

Concordant assessments of physical activity (PA) and related measures in cardiac rehabilitation (CR) is essential for exercise prescription. This study compared exercise measurement from an in-person walk test; wearable activity tracker; and self-report at CR entry, completion (8-weeks) and follow-up (16-weeks). Forty patients beginning CR completed the Six-Minute Walk Test (6MWT), Physical Activity Scale for the Elderly (PASE), and wore Fitbit-Flex for four consecutive days including two weekend days. The sample mean age was 66 years; 67% were male. Increased exercise capacity at CR completion and follow-up was detected by a 6MWT change in mean distance (39 m and 42 m; p = 0.01, respectively). Increased PA participation at CR completion was detected by Fitbit-Flex mean change in step counts (1794; p = 0.01). Relative changes for Fitbit-Flex step counts and a 6MWT were consistent with previous research, demonstrating Fitbit-Flex’s potential as an outcome measure. With four days of data, Fitbit-Flex had acceptable ICC values in measuring step counts and MVPA minutes. Fitbit-Flex steps and 6MWT meters are more responsive to changes in PA patterns following exposure to a cardiac rehabilitation program than Fitbit-Flex or PASE-estimated moderate–vigorous PA (MVPA) minutes. Fitbit-Flex step counts provide a useful additional measure for assessing PA outside of the CR setting and accounts for day-to-day variations. Two weekend days and two weekdays are needed for Fitbit-Flex to estimate PA levels more precisely.

U.S. Children and Youth's Physical Activities Inside and Outside of School PE: 1985 vs. 2012.

The purpose of this study was, by taking advantage of the rich data from two U.S. national fitness surveys, to examine the physical activity (PA) students engaged in, both inside and outside school physical education (PE), determine if there are differences by grade, sex, and weight status, and if there was a change between 1985 and 2012. The data from the 1985 National Children and Youth Fitness Study (NCYFS) and the 2012 NHANES National Youth Fitness Survey (NNYFS) were matched, merged (N = 6178, 3107 boys and 3071 girls), and analyzed. It was found that basketball remained the most popular PA inside school PE across both surveys. Swimming was the most popular PA outside of school PE in 1985, but was replaced by running in 2012. Although PA taught and promoted inside of school PE and that such PA practiced outside were moderately correlated across the surveys, some disconnections were noticed. The impact of grade, sex, and weight status on PA preference and participation was also confirmed. What is needed is to the design and integration of more lifelong and individual PAs in future school PE curricula and school and community children and youth sport and PA programs.

Physical Activity And Sedentary Behaviors Vary According To Fitnessgram Bmi Classification In Youth

FITNESSGRAM has established criterion standards for aerobic fitness, as well as body composition and body mass index (BMI) according to gender and age in youth. PURPOSE: The purpose of this study was to determine the variation in reported amounts of physical activity (PA) and sedentary behaviors (SB) according to FITNESSGRAM BMI classification in youth. METHODS: Subjects were 1,643 boys and girls, ages 11-17 years, who participated in the 2014 FLASHE Study, a national epidemiological survey regarding psychosocial, general, and environmental factors of various health behaviors. Participants’ responses regarding levels of PA and SB were compared across FITNESSGRAM BMI classifications, more specifically between participants categorized as either Very Lean (VL) or within the Health Fitness Zone (HFZ) versus those participants in the Needs Improvement (NI) categories. RESULTS: Participants classified as NI for BMI reported significantly less PA outside of school (p = .004), as well as significantly greater sedentary time outside of school (p = .003) than participants classified as either VL or within the HFZ. Participants classified as NI for BMI also reported significantly greater predicted time (minutes) per week in SB outside of school (p < .001), significantly greater predicted time (minutes) per day in SB outside of school (p < .001), and significantly greater predicted proportion of time (percentage) in SB outside of school (p < .001) than participants classified as either VL or within the HFZ. No significant difference in responses between participants classified as NI compared to those classified as either VL or within the HFZ were observed for predicted time per day or week in moderate-to-vigorous PA at school or during the weekend. CONCLUSIONS: FITNESSGRAM BMI classifications have been shown to be consistent with ratings of aerobic fitness. These data suggest that youth classified as NI according to FITNESSGRAM BMI standards have similar in-school and weekend PA and SB patterns as youth classified as either VL or within the HFZ; however, youth classified as NI engage in less PA and more SB outside of school. To reverse the trend toward greater overweight and obesity among youth, it may be important to address PA and SB patterns.

Challenges of promoting physical activity among school children in urban Bangladesh: A qualitative inquiry.

IntroductionPhysical activity (PA) confers a multitude of health benefits. Unfortunately, Bangladeshi school children get little PA. The current study assessed the barriers to promoting PA from the perspectives of school authorities and parents in urban Bangladesh.Materials and methodsThis study was conducted between January-June 2018 in Dhaka city. Fourteen schools were sampled to represent different school types. We used qualitative methods: 14 key Informant interviews (teachers), six focus group discussions (parents), and 14 observations of school environments. Thematic analysis was performed.ResultsPA was not prioritized at most schools for two primary reasons: 1) there was a general lack of understanding of the importance of PA; and 2) physical education classes did not contribute to grades. Little time and resources were allotted for physical education classes because little priority was given to PA by school authorities. Outside school, lack of adequate safe open spaces undermined access to PA. Further, there were social barriers to PA including lack of parental support due to concerns about tiredness and injury and the perception that PA was detrimental to academic achievement. Many parents chose screen-based activities for children over PA.ConclusionDespite policies that mandate PA, PA lost out to school and parental priorities for academic achievement. Parental concerns about tiredness, injury and safe spaces impeded children’s access to PA outside of school. Steps should be taken to enforce existing policies that mandate effective PA for school children, and parents and teachers should be educated about the need for and benefits of PA.

Toward Active Living: SES- and Race-Based Disparities in Knowledge and Behaviors.

The purpose of this study was to examine the potential differences in knowledge and behaviors related to active living between two schools with contrasting socioeconomic status (SES) and racial characteristics. The sample involved 523 adolescents from two public middle schools in a southern US state including 243 Black (46.5%), 223 White (42.6%), and 67 others (12.8%). Physical activity (PA) and sedentary behavior (SB) were measured using the validated Youth Activity Profile (YAP), while knowledge of physical activity and fitness (PAF knowledge) was measured using the grade-appropriate PE Metrics written test. Socio-demographic characteristics were self-reported or obtained via secondary government database. The medium SES school showed higher PA outside of school (ΔM = 0.27, d = 0.26), lower SB (ΔM = - 0.35, d = - 0.45), and higher PAF knowledge (ΔM = 8.3%, d = 0.54) than the low SES school. Statistically significant differences were observed for after-school PA, evening PA, weekend PA, TV viewing, video games, and cell phone use (d = - 0.38 to 0.39). Group difference by race was also found with White participants demonstrating higher PA outside of school, lower SB, and higher PAK knowledge than Black participants (d = - 0.43 to 0.57). The lower SES school (mostly Black) showed less favorable PA, SB, and knowledge results than the higher SES school. SES is a significant school-level characteristic influencing the determinants (i.e., knowledge and behaviors) of the active living habit in youth.

Two Pathways Underlying the Effects of Physical Education on Out-of-School Physical Activity

ABSTRACTOne primary goal of physical education (PE) is to promote students’ lifelong physical activity (PA). This goal implies that PE should not only improve students’ PA in PE classes but also promote their PA outside of the school known as the “PE effect.” Purpose: In this study, we proposed a two-pathway model of the “PE effect” and hypothesized that learning in PE and positive motivational experience in PE are two possible pathways through which the “PE effect” emerges. We tested the tenability of this two-pathway model from the perspective of knowledge learning and autonomous motivation in PE. Methods: A total of 394 eighth-grade students from five schools provided data on PA knowledge, out-of-school PA, and autonomous motivation toward PE and PA. Structural equation modeling was used to test the two-pathway model. Results: Results showed that the students’ knowledge had a direct effect (β = .18, p < .05) on their autonomous motivation for PA and an indirect effect (β = .02, p < .05) on out-of-school PA through influencing autonomous motivation toward PA. Students’ autonomous motivation for PE had a direct effect (β = .41, p < .05) on their autonomous motivation toward PA and an indirect effect (β = .04, p < .05) on out-of-school PA through autonomous motivation toward PA. Conclusion: These results indicate that the two-pathway model is tenable in terms of knowledge learning and autonomous motivation in PE and imply that teaching knowledge in an autonomy-supportive PE environment may be an effective way to promote students’ out-of-school PA.

Physical Activity Correlates in Middle School Adolescents: Perceived Benefits and Barriers and Their Determinants.

The purpose of this study was to examine the determinants of benefits and barriers and their relationship with physical activity (PA) among predominantly Latino middle school students. Data were collected in a cross-sectional survey of 4,773 seventh-grade students recruited from a large, urban school district in Los Angeles. Hierarchical logistic regression models were used to assess determinants of benefits and barriers as well as their association with self-reported PA. Differences in benefits and barriers were observed by gender, ethnicity, and body size. Barriers were negatively correlated with all three PA outcomes while benefits were positively associated with exercising at least 60 min daily. A deeper understanding of benefits and barriers can facilitate the development of interventions and collaborative efforts among physical education teachers, school nurses, and administrators to implement comprehensive approaches that encourage students' participation in PA inside and outside of the classroom.

Promotion of Physical Activity and Cardiac Rehabilitation for the Management of Cardiovascular Disease

National rates of cardiovascular disease continue to increase, whereas levels of physical activity (PA) remain discouragingly low, representing lost opportunity for effective lifestyle management. When equipped with knowledge of recent guidelines and cardiac rehabilitation (CR) options, nurse practitioners will be poised to most effectively manage patients with cardiovascular disease through PA measures. Towards this end, this article will overview the 1) benefits of PA; 2) advantages, safety, structure, and qualifying diagnoses for CR; 3) efforts to increase CR referral and participation; 4) alternatives and supplements to traditional CR programs; and 5) principles and guidance for prescribing PA outside of the CR setting.

The Invisible Employee: University Housekeeping Employees’ Perceptions of Physical Activity

A significant literature links race and socioeconomic status with physical inactivity and negative health outcomes. The aim of this study was to explore physical activity (PA) perceptions of an underserved, lower socioeconomic minority sector of the workforce. Two focus groups were conducted to examine university housekeepers' perceptions of physical activity. Demographic and anthropometric data were also obtained. Participants (N = 12; 100% female, 100% African-American) overwhelmingly associated PA with traditional exercise (eg, going to a gym). The most important barrier to PA was the perception of being active on the job, thus not needing to do leisure time PA. The most important perceived benefit to PA was improvement of physical and mental health. Employees perceived that a university investment in employees' health might improve morale, especially within low-pay employee sectors where low levels of job satisfaction may be present. Although perceived benefits to PA in this population are consistent with other employee sectors, perceived barriers to PA may be unique to this sector of the workforce. PA promotion programs should focus on providing resources as well as guidelines that demonstrate the need for PA outside of the workplace setting. Such programs may improve employee health, morale, and productivity.

Physical Education and Recess Contributions to Sixth Graders’ Physical Activity

Background: The purpose of this study was twofold: (a) to examine the percentage of the daily threshold (12,000 steps) that physical education (PE) class and recess contribute to 6th grade students’ overall daily physical activity (PA) and (b) to examine the relationships between gender, PA outside of school, BMI, and steps during both recess and PE. Method: One hundred thirty-eight 6th grade students aged 11–13 years participated. Students completed the Physical Activity Questionnaire for Older Children (PAQ-C) and wore a pedometer to measure steps taken for 6 consecutive PE classes and recess sessions. Results: The overall contribution of recess and PE to the daily step goal ranged from 7.1% to 9.6% of the target step count of 12,000. All PA variables were positively correlated with one another (all p < 0.05) and children who took more steps during recess and PE tended to have lower BMI percentiles (both p < 0.05). However, when all variables were entered into the multiple linear regression model simultaneously, only steps taken during PE was predictive of BMI percentile (total model r 2 = 0.145, p = 0.001). Conclusion: Further research is needed to explore PA in schools along with potential interventions to increase PA.

Friendship Network Characteristics Are Associated with Physical Activity and Sedentary Behavior in Early Adolescence.

IntroductionThere is limited understanding of the association between peer social networks and physical activity (PA), sedentary and screen-related behaviors. This study reports on associations between personal network characteristics and these important health behaviors for early adolescents.MethodsParticipants were 310 students, aged 11–13 years, from fifteen randomly selected Victorian primary schools (43% response rate). PA and sedentary behaviors were collected via accelerometer and self-report questionnaire, and anthropometric measures via trained researchers. Participants nominated up to fifteen friends, and described the frequency of interaction and perceived activity intensity of these friends. Personal network predictors were examined using regression modelling for PA and sedentary/screen behavior.ResultsPerceived activity levels of friends, and friendships with very frequent interaction were associated with outside-of-school PA and/or sedentary/screen time. Differences according to sex were also observed in the association between network characteristics and PA and sedentary time. A higher number of friends and greater proportion of same sex friends were associated with boys engaging in more moderate-to-vigorous PA outside of school hours. PA intensity during school-day breaks was positively associated with having a greater proportion of friends who played sports for girls, and a greater proportion of male friends for boys.ConclusionFriendship network characteristics are associated with PA and sedentary/screen time in late childhood/early adolescence, and these associations differ by sex. The positive influence of very active peers may be a promising avenue to strengthen traditional interventions for the promotion of PA and reduction in screen time.

The physical activity patterns of adolescents with intellectual disabilities: A descriptive study

BackgroundEmerging data suggest that adolescents with intellectual disabilities (IDs) have lower physical activity (PA) levels and have a higher incidence of obesity than their peers without IDs. ObjectiveTo examine daily PA patterns (weekdays vs. weekend days) of adolescents with IDs among boys and girls. The contributions of PA at school, including school recesses and physical education time, and PA outside of school were also analyzed. MethodsParticipants included forty-nine adolescents with mild to moderate IDs (mean 15.3 years) from the Valencia region (Spain). Adolescents wore a pedometer for seven consecutive days to measure PA objectively and filled in a daily activity log. Mean steps for weekdays, weekend days, and for the different day segments were calculated and compared. ResultsThis study indicates significant differences in daily PA levels between boys and girls (12,630 and 9599 steps respectively; p < 0.05). Girls were less active than boys on weekdays (13,872 vs. 9868 steps; p = 0.016), during school time (7097 vs. 4802 steps; p = 0.005), and during school recesses (1953 vs. 1147 steps; p = 0.033). Boys showed higher levels of PA on weekdays compared to weekend days (13,872 vs. 10,188 steps; p = 0.015) and PA at school represented 50% of the participants' daily PA in both genders. There were no differences comparing weight status groups (normal vs. overweight/obese) in PA levels either on weekdays or weekend days. ConclusionsThese findings provide an empirical basis for interventions to increase PA levels among adolescents with IDs.

Elementary School Students’ Self-Determination in Physical Education and Attitudes Toward Physical Activity

Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.

Physical Activity Practices in Elementary Schools and Associations With Physical Education Staffing and Training

Purpose: Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices—including measures of quantity and quality of physical education (PE)—in elementary schools and examined the associations of PA practices with school resources (PE staffing, training, and facilities). Method: Surveys were obtained from respondents in nationally representative samples of elementary schools from 2009–2010 to 2011–2012 (1,831 schools). Results: Few schools (20.8%) provided students with PE class every day, but most (76.3%) had an appropriate PE student-to-teacher ratio ( ≤ 25:1). Many schools (74.0%) offered 20 min of recess daily, but fewer than half offered organized opportunities for PA before or after school (e.g., sports). After controlling for demographics and school size, having a full-time PE teacher and requiring PE teachers to obtain PE-related continuing education (CE) were associated with PE practices such as offering ≥ 150 min of PE per week (for 3rd-grade students) and testing PE knowledge, skills, and fitness. Required CE was also associated with a higher likelihood of offering PA during the school day (i.e., activity breaks and PA outside of PE class) and before or after the school day (i.e., afterschool PA programs). Conclusion: Few schools offer a broad array of PA programming. However, PE staffing and CE are positively associated with many PA practices including those outside of PE, possibly indicating that PE staff serve a crucial role in promoting a whole-school PA-supportive environment.

Physical activity inversely associated with the presence of depression among urban adolescents in regional China

BackgroundAn inverse relationship between physical activity (PA) and depression among adolescents has been reported in developed communities without consideration of sedentary behaviors (SB, including sitting for course study, viewing TV, and sleeping). We explored the association between recreational PA time (hr/wk) and depression after adjustment with SB and other possible confounders among Chinese adolescents.MethodsA population-based cross-sectional study was conducted in Nanjing municipality of China in 2004 using a multi-stage cluster sampling approach. A total of 72 classes were randomly selected from 24 urban junior high schools and all students completed the structured questionnaire. Adolescent depression was examined by the Children's Depression Inventory (CDI) of Chinese version with cutoff point value of 20 or above as the presence of depression. Recreational PA time was measured by a question on weekly hours of PA outside of school. Descriptive statistics, multivariate logistic and linear regression models were used in analysis.ResultsThe overall prevalence of depression was 15.7% (95%CI: 14.3%, 17.1%) among 2,444 eligible participants. It was found that physical activity was negatively associated with depression. After adjustment for sedentary behaviors and other potential confounders, participants who spent 1–7 hr/wk, 8–14 hr/wk and 15+ hr/wk for recreational PA, respectively, had odds ratios of 0.70 (95% CI = 0.57, 0.86), 0.68 (95% CI = 0.53, 0.88) and 0.66 (95% CI = 0.50, 0.87) for likelihood of being depressive, compared to their counterparts who spent 0–0.9 hr/wk for PA. This inverse relationship between PA time and depression remained statistically significant by gender and grade.ConclusionThis study, conducted among Chinese adolescents, strengthened the evidence that physical activity was inversely associated with depression. Our study has important implications for health officers and public health professionals to pay much attention to the relationship between physical activity and depression in Mainland China.

School opportunities and physical activity frequency in nine year old children

To examine the association between physical activity (PA) opportunities at school and participation in PA outside of school physical education (PE) classes among 9 year old children. Data were obtained in a representative sample of 1 267 students nested within 69 schools who completed questionnaires; principals provided data on schools. Students' PA frequency was defined as all reported episodes of past week PA, excluding PE class. Schools were categorized as "high-opportunity" if they provided > or = 4 of the following opportunities: PE class > or = 2 times/week, extracurricular sports animator, gymnasium, swimming pool, schoolyard equipped for games, and > or = 1 outdoor sports playing fields. Multilevel modelling techniques were used to investigate the association between school-level PA opportunity and student-level PA frequency. No main effect of school-level PA opportunities on PA frequency was observed. However, overweight boys attending high-opportunity schools were significantly more active than those attending low-opportunity schools. The association between PA frequency and school-level PA opportunity differs by sex and weight status. Overweight boys in particular may benefit from health promotion strategies providing greater opportunities for school PA.