The After-School Period – Play at Home

2013 ◽  
pp. 101-115
Author(s):  
Mariane Hedegaard ◽  
Marilyn Fleer
Keyword(s):  
After School ◽  
School Period ◽  
At Home

scholarly journals A Qualitative Exploration of the “Critical Window”: Factors Affecting Australian Children’s After-School Physical Activity

2013 ◽  
Vol 10 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Rebecca Megan Stanley ◽  
Kobie Boshoff ◽  
James Dollman
Keyword(s):  
Physical Activity ◽  
Peer Influence ◽  
Ecological Model ◽  
After School ◽  
Critical Window ◽  
Factors Affecting ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Children’S Voices ◽  
School Period

Background:The after-school period is potentially a “critical window” for promoting physical activity in children. The purpose of this study was to qualitatively explore children’s perceptions of the factors influencing their engagement in physical activity during the after-school period as the first phase in the development of a questionnaire.Methods:Fifty-four South Australian children age 10−13 years participated in same gender focus groups. Transcripts, field notes, and activity documents were analyzed using content analysis. Through an inductive thematic approach, data were coded and categorized into perceived barriers and facilitators according to a social ecological model.Results:Children identified a number of factors, including safety in the neighborhood and home settings, distance to and from places, weather, availability of time, perceived competence, enjoyment of physical activity, peer influence, and parent influence. New insights into bullying and teasing by peers and fear of dangerous animals and objects were revealed by the children.Conclusions:In this study, hearing children’s voices allowed the emergence of factors which may not be exposed using existing surveys. These findings are grounded in children’s perceptions and therefore serve as a valuable contribution to the existing literature, potentially leading to improved intervention and questionnaire design.

scholarly journals Guidelines for physical activity and screen-time in the outside school hours childcare setting: a scoping review.

2020 ◽  
Author(s):  
Rosa Virgara ◽  
Lucy K Lewis ◽  
Anna Phillips ◽  
Mandy Richardson ◽  
Carol A Maher
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Guideline Development ◽  
Grey Literature ◽  
After School ◽  
Physical Activity Recommendations ◽  
Other World ◽  
Before School ◽  
School Period ◽  
School Care

Abstract Background: Globally millions of children attend outside school hours care. Children’s activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines for physical activity and screen time for use in outside school hours care. Methods: Guidelines were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. Results were screened independently by two reviewers and data synthesized narratively. Results: Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The guidelines focused predominantly on the after school care period (n = 9 vs n = 1 for the before-school period). All had recommendations for physical activity, whilst 7 also had screen time recommendations. The guidelines varied considerably in their physical activity and screen time recommendations, though taken together, they recommended > 30–60 minutes of MVPA and < 60 minutes of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods. Conclusions: Limited published guidelines for physical activity and screen-time in outside school care exist. Guidelines designed with rigorous tools and for other world regions are warranted.

scholarly journals Validity of Items Assessing Self-Reported Number of Breaks in Sitting Time among Children and Adolescents

2020 ◽  
Vol 17 (18) ◽  
pp. 6708
Author(s):  
Veerle Van Oeckel ◽  
Benedicte Deforche ◽  
Nicola D. Ridgers ◽  
Elling Bere ◽  
Maïté Verloigne
Keyword(s):  
Children And Adolescents ◽  
Screen Time ◽  
Concurrent Validity ◽  
Sitting Time ◽  
After School ◽  
Prolonged Sitting ◽  
Break Up ◽  
School Period ◽  
Watching Tv ◽  
Child Questionnaire

Background: Sedentary behaviour guidelines recommend that individuals should regularly break up sitting time. Accurately monitoring such breaks is needed to inform guidelines concerning how regularly to break up sitting time and to evaluate intervention effects. We investigated the concurrent validity of three “UP4FUN child questionnaire” items assessing the number of breaks in sitting time among children and adolescents. Methods: Fifty-seven children and adolescents self-reported number of breaks from sitting taken at school, while watching TV, and during other screen time activities. Participants also wore an activPAL monitor (PAL Technologies, Glasgow, UK) to objectively assess the number of sitting time breaks (frequency/hour) during the school period and the school-free period (which was divided in the periods “after school” and “during the evening”). Concurrent validity was assessed using Spearman rank correlations. Results: Self-reported number of breaks/hour at school showed good concurrent validity (ρ = 0.676). Results were moderate to good for self-reported number of breaks/hour while watching TV (ρ range for different periods: 0.482 to 0.536) and moderate for self-reported number of breaks/hour in total screen time (ρ range for different periods: 0.377 to 0.468). Poor concurrent validity was found for self-reported number of breaks/hour during other screen time activities (ρ range for different periods: 0.157 to 0.274). Conclusions: Only the questionnaire items about number of breaks at school and while watching TV appear to be acceptable for further use in research focussing on breaks in prolonged sitting among children and adolescents.

Relation of Adolescents’ Physical Activity to After-School Recreation Environment

2017 ◽  
Vol 14 (5) ◽  
pp. 382-388 ◽  
Author(s):  
Christina M. Thornton ◽  
Kelli L. Cain ◽  
Terry L. Conway ◽  
Jacqueline Kerr ◽  
Brian E. Saelens ◽  
...  
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Daily Physical Activity ◽  
After School ◽  
Sports Facilities ◽  
Adolescent Physical Activity ◽  
Mixed Regression ◽  
Physical Activity Recommendations ◽  
Policies And Programs ◽  
School Period

Background:The after-school period provides an opportune context for adolescent physical activity. This study examined how characteristics of after-school recreation environments related to adolescent physical activity.Methods:Participants were 889 adolescents aged 12 to 17 (mean = 14.1, SD = 1.4) from 2 US regions. Adolescents reported on whether their school offered after-school supervised physical activity, access to play areas/fields, and presence of sports facilities. Outcomes were accelerometer-measured after-school physical activity, reported physical activity on school grounds during nonschool hours, attainment of 60 minutes of daily physical activity excluding school physical education, and BMI-for-age z-score. Mixed regression models adjusted for study design, region, sex, age, ethnicity, vehicles/licensed drivers in household, and distance to school.Results:School environment variables were all significantly associated with self-reported physical activity on school grounds during non-school hours (P < .001) and attainment of 60 minutes of daily physical activity (P < .05). Adolescents’ accelerometer-measured after-school physical activity was most strongly associated with access to supervised physical activity (P = .008).Conclusions:Policies and programs that provide supervised after-school physical activity and access to play areas, fields, and sports facilities may help adolescents achieve daily physical activity recommendations.

Variables Associated With Active and Inactive Behavior During the After-School Period

2013 ◽  
Vol 25 (2) ◽  
pp. 288-299 ◽  
Author(s):  
Eric Wickel
Keyword(s):  
Physical Activity ◽  
Time Use ◽  
Screen Time ◽  
Vigorous Physical Activity ◽  
Peer Groups ◽  
Fourth Grade ◽  
After School ◽  
Light Physical Activity ◽  
Children's Behavior ◽  
School Period

This study analyzed time-use interviews to report levels of active and inactive behavior during the after-school period (3–6 pm). Interviews were conducted on random days from three separate seasons during third and fourth grade. Youth with at least two interviews during third (356 completed 2 interviews; 506 completed 3 interviews [9 yrs; 50% boys]) and fourth (186 completed 2 interviews; 768 completed 3 interviews [10 yrs; 50% boys]) grade were included to report levels of moderate-to-vigorous physical activity (MVPA), light physical activity, inactive screen time, inactive nonscreen time, and travel by location and who the activity was undertaken with. Reporting time outside the home and with peers (single or group) was related to higher levels of MVPA. While inside the home, screen and nonscreen proportions were comparable (38% and 40%, respectively), despite unique patterns (screen: boys > girls; nonscreen: girls > boys). Reporting time with both parents was associated with more nonscreen time; whereas reporting time with peer groups was associated with lower screen time. Understanding active and inactive patterns of children’s behavior outside of school hours can be very important in contributing toward the development of innovative interventions for increasing physical activity.

Patterns of Noncompliance in Adolescent Field-Based Accelerometer Research

2013 ◽  
Vol 10 (8) ◽  
pp. 1181-1185 ◽  
Author(s):  
Sarahjane Belton ◽  
Wesley O’Brien ◽  
Eric E. Wickel ◽  
Johann Issartel
Keyword(s):  
After School ◽  
Accelerometer Data ◽  
Type Method ◽  
Time Period ◽  
Compliance Level ◽  
Sms Reminder ◽  
Improve Compliance ◽  
Cost Efficient ◽  
School Period ◽  
Reminder Message

Background:The primary purpose of this study was to investigate patterns of noncompliance in an adolescent field based accelerometer study. A further purpose was to investigate the effect of a cost efficient strategy (SMS reminder message) on the compliance of adolescentsMethod:The research carried out in 2010 involved 117 second level students (12.41 ± .53 yrs) from 4 schools in a rural Irish town. The Actigraph accelerometer data were processed over 7 days to determine compliance level.Results:Students were more likely to remove their monitor in the evening period than at any other time, however if students removed their monitor after school it remained unworn for a significantly longer duration than in any other time period. Students who received a SMS message were significantly more likely (P = .008) to wear their monitor in the morning than those that did not.Conclusions:Sending an SMS message each morning is effective for improving the number of students wearing monitors to school. The after school period is a critical period for nonwear time and should be targeted in future studies wishing to improve compliance.

scholarly journals Director Jeffery Jeturian

2002 ◽  
Author(s):  
Yvonne Ng
Keyword(s):  
Far East ◽  
After School ◽  
Film Production ◽  
Film Festival ◽  
Critical Success ◽  
The Far East ◽  
Production Assistant ◽  
The University ◽  
At Home

DIRECTOR JEFFERY JETURIAN IN CONVERSATION WITH YVONNE NG Born in 1959, Filipino director Jeffrey Jeturian won critical acclaim with his first feature drama, I Wish It Were Love (Sana pag-ibig na) in 1998. His second film Fetch a Pail of Water (Pila-balde, 2000), about life in the slums, received the Gold Award at the 2000 Worldfest International Film Festival in Houston, Texas and enjoyed commercial and critical success at home. It has played at numerous festivals, among them the Far East Film festival in Udine, Italy where this meeting with the filmmaker took place. Kinema: How did you get into filmmaking?Jeffery Jeturian: I studied broadcasting communication at the University of Philippines. That was supposed to be for television but right after school I went into film production. I started out as a production assistant and worked my way up into being a director. I worked as a script...

scholarly journals The freedom to explore: examining the influence of independent mobility on weekday, weekend and after-school physical activity behaviour in children living in urban and inner-suburban neighbourhoods of varying socioeconomic status

2021 ◽  
Author(s):  
Michelle Stone ◽  
Guy E. J. Faulkner ◽  
Raktim Mitra ◽  
Ron N. Buliung
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Built Environment ◽  
Physical Activity Behaviour ◽  
Social Characteristics ◽  
After School ◽  
Independent Mobility ◽  
Urban Neighbourhoods ◽  
Multiple Characteristics ◽  
School Period

Background Children’s independent mobility (CIM) is critical to healthy development in childhood. The physical layout and social characteristics of neighbourhoods can impact opportunities for CIM. While global evidence is mounting on CIM, to the authors’ knowledge, Canadian data on CIM and related health outcomes (i.e., physical activity (PA) behaviour) are missing. The purpose of this study was to examine if CIM is related to multiple characteristics of accelerometry-measured PA behaviour (total PA, light PA, moderate-to-vigorous PA, time spent sedentary) and whether associations between CIM and PA behaviour systematically vary by place of residence, stratifying by gender and type of day/period (weekdays, after-school, weekend). Methods Participants were recruited through Project BEAT (Built Environment and Active Transport; http://www.beat.utoronto.ca). Children (n = 856) were stratified into four neighbourhood classifications based on the period of neighbourhood development (urban built environment (BE) (old BE) versus inner-suburban BE (new BE)) and socioeconomic status (SES; low SES and high SES). Physical activity was measured via accelerometry (ActiGraph GT1M). CIM was assessed via parental report and two categories were created (low CIM, n = 332; high CIM, n = 524). A series of two-factor ANOVAs were used to determine gender-specific differences in PA for weekdays, weekend days and the after-school period, according to level of CIM, across four neighbourhood classifications. Results Children who were granted at least some independent mobility (high CIM) had more positive PA profiles across the school week, during the after-school period, and over the weekend; they were also less sedentary. The influence of CIM on PA behaviour was particularly salient during the after-school period. Associations of CIM with PA varied by gender, and also by neighbourhood classification. CIM seemed to matter more in urban neighbourhoods for boys and suburban neighbourhoods for girls. Conclusion Our findings highlight the importance of independent mobility to multiple characteristics of children’s PA behaviour across the week. Furthermore, they emphasize that independent mobility-activity relationships need to be considered by gender and the type of neighbourhood independent mobility is offered in. Future work will focus on developing a predictive model of CIM that could be used to inform decision-making around alleviating barriers to CIM.

scholarly journals The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens

2019 ◽  
Vol 16 (2) ◽  
pp. 11-20
Author(s):  
Nahla M. Gahwaji
Keyword(s):  
Decision Making ◽  
Saudi Arabia ◽  
Saudi Arabian ◽  
After School ◽  
Social Programs ◽  
Jeddah City ◽  
Community Institutions ◽  
Female Teachers ◽  
Learning At Home ◽  
At Home

The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model were overall average. There were no statistically significant differences between the means of implementing partnership’s frameworks in Saudi Arabian kindergartens with its six fields, which attributed to the specific type of Kindergarten (Public – Private). The significant recommendation of the study is formulating partnerships between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families.

Association of after-school physical activity levels and organized physical activity participation in Hong Kong children

2012 ◽  
Vol 18 (2) ◽  
pp. 182-190 ◽  
Author(s):  
Peggy PY Cheung
Keyword(s):  
Physical Activity ◽  
Hong Kong ◽  
Light Intensity ◽  
Primary Schools ◽  
Intervention Strategy ◽  
After School ◽  
Intensity Level ◽  
Activity Levels ◽  
Factorial Anova ◽  
School Period

The aims of this study were to 1) describe the children’s physical activity (PA) patterns during the after-school period and 2) to compare the type and intensity of activity during the after-school period of children with or without participation in organized PA programmes. The participants were 456 children from four primary schools in Hong Kong. Self-administered questionnaires were used to measure the PA pattern and intensity level of the children during the after-school period. Independent t-test and factorial ANOVA was used for data analysis. Results indicated that children engaged substantial time in light intensity PA during the after-school period. Children who participated in organized PA programmes spent fewer time blocks on light intensity PA and more time blocks in vigorous PA. The boys spent more time blocks on high intensity PA than the girls. A structured PA programme during the after-school period is a potential intervention strategy to increase children’s PA participation without using up the time intended for children’s homework.

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