scholarly journals The Place of Physical Activity in the Time Budgets of 10- to 13-Year-Old Australian Children

2011 ◽  
Vol 8 (4) ◽  
pp. 548-557 ◽  
Author(s):  
Tim Olds ◽  
Carol Ann Maher ◽  
Kate Ridley
Keyword(s):  
Physical Activity ◽  
Observational Study ◽  
Active Transport ◽  
Screen Time ◽  
Time Distribution ◽  
Vigorous Physical Activity ◽  
After School ◽  
Time Budgets ◽  
School Period ◽  
Unstructured Play

Background:Low physical activity has been associated with increased fatness and deceased fitness. This observational study aimed to describe the magnitude, composition, and time-distribution of moderate-to-vigorous physical activity (MVPA) in Australian children.Methods:A total of 1132 10 to 13 year old schoolchildren completed a 24-h activity recall diary on 2 to 4 occasions. MVPA was defined as any activity requiring ≥3METs, including sport, play, active transport, chores, and other activities.Results:MVPA was higher in boys than girls (173 vs 140 min/day; P < .0001), higher on nonschool days than school days (166 vs 143 min/day; P < .0001), and decreased with age (9 min/day per year of age). MVPA consisted of structured sport (37%), active transport (26%), unstructured play (24%), and chores/miscellaneous activities (13%). Every hour of MVPA was associated with a reduction in screen time (26.5 min), non-screen-based sedentary pastimes (8 min), and sleep (5.5 min). The least active quartile of children were more likely to be girls (OR = 3.4), have higher screen time, and sleep more. From 4:00−6:30 PM on school days there were large differences in participation between high-active and low-active children.Conclusion:Findings suggest MVPA interventions should target girls, screen time and focus on the after-school period.

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.

scholarly journals A scoping review of physical activity and screen time guidelines for use in Outside School Hours Care

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Rosa Virgara ◽  
Lucy Lewis ◽  
Anna Phillips ◽  
Mandy Richardson ◽  
Carol Maher
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Guideline Development ◽  
Vigorous Physical Activity ◽  
Grey Literature ◽  
After School ◽  
Care Guidelines ◽  
Other World ◽  
Before School ◽  
School Period

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 used in Outside School Hours Care for physical activity and screen time and summarise their content and methods of development. Methods Outside School Hours Care guidelines for children aged 5 to 12 years were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. The search was conducted in March 2019 and results screened independently by two authors. Data were synthesized narratively. Results Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The included guidelines focused predominantly on the after school care period (n = 9 vs n = 2 for the before school period). All had recommendations for physical activity, whilst 7 included screen time recommendations. There was considerable variability across the physical activity and screen time recommendations, though taken together, they recommended 30–60 min of moderate- to- vigorous physical activity and less than 60 min 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 Hours Care exist. There is a variation in duration and intensity of physical activity recommended, whilst screen time recommendations are more consistent. Guidelines designed with rigorous tools and for other world regions are warranted.

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 Physical activity, screen time and the COVID-19 school closures in Europe – An observational study in 10 countries

2021 ◽  
pp. 1-10
Author(s):  
Viktoria A. Kovacs ◽  
Gregor Starc ◽  
Mirko Brandes ◽  
Monika Kaj ◽  
Rok Blagus ◽  
...  
Keyword(s):  
Physical Activity ◽  
Observational Study ◽  
Screen Time ◽  
School Closures

scholarly journals Evidence-Based Overview of Accelerometer-Measured Physical Activity during School Recess: An Updated Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 578
Author(s):  
Sergio Pulido Sánchez ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
School Environment ◽  
Vigorous Physical Activity ◽  
Extraction Process ◽  
Intervention Programs ◽  
World Health ◽  
After School ◽  
Cross Sectional ◽  
Physically Active

Interest in analyzing physically active behaviors during school recesses has grown in recent years as the school environment has consolidated (recess, physical education classes, lunch-time, before and after school) as a crucial space to bring these levels towards those recommended through intervention programs and improvements in the school environment. Unfortunately, in most of these studies, children do not achieve the 60 min a day of moderate to vigorous physical activity (MVPA) recommended by the World Health Organization. The aim of this systematic review is to analyze the cross-sectional, longitudinal, and intervention studies objectively measured with accelerometers that have emerged in recent years to determine the amount of MVPA of children at recess. This systematic review followed the PRISMA guidelines. The extraction process for the studies included in this systematic review yielded a total of 43 articles. The studies were classified according to the methodological nature of the research: cross-sectional (n = 34), longitudinal (n = 3) and quasi-experimental (n = 6). The results of the studies confirm that during the recess period younger children are physically more active than older ones and that in general, boys are more physically active than girls. In addition, the data show that the school contributes to more than 40% of the total MVPA. The intervention programs led to an increase in MVPA of up to 5%. Providing schools with equipment and facilities shows that intervention programs are beneficial for raising children’s levels of physical activity.

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 Less screen time and more frequent vigorous physical activity is associated with lower risk of reporting negative mental health symptoms among Icelandic adolescents

PLoS ONE ◽  
2018 ◽  
Vol 13 (4) ◽  
pp. e0196286 ◽  
Author(s):  
Soffia M. Hrafnkelsdottir ◽  
Robert J. Brychta ◽  
Vaka Rognvaldsdottir ◽  
Sunna Gestsdottir ◽  
Kong Y. Chen ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Screen Time ◽  
Lower Risk ◽  
Vigorous Physical Activity ◽  
Mental Health Symptoms ◽  
Health Symptoms

scholarly journals Youth Physical Activity Patterns During School and Out-of-School Time

Children ◽  
2018 ◽  
Vol 5 (9) ◽  
pp. 118 ◽  
Author(s):  
Pedro Saint-Maurice ◽  
Yang Bai ◽  
Spyridoula Vazou ◽  
Gregory Welk
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Discrete Time ◽  
Vigorous Physical Activity ◽  
Activity Patterns ◽  
After School ◽  
Activity Levels ◽  
School Students ◽  
Time Periods ◽  
Out Of School

This study describes age, sex, and season patterns in children’s physical activity behaviors during discrete time periods, both in school and at home. Participants were 135 elementary, 67 middle, and 89 high-school students (128 boys and 163 girls) involved in a larger school activity monitoring project. We examined time spent in moderate-to-vigorous physical activity (MVPA) at recess, physical education (PE), lunch, commuting to/from school, before-school, after-school, evening, and weekend segments. Differences in MVPA by age, sex, and season were examined using a three-way analysis of variance and separately for each individual segment. Moderate-to-vigorous physical activity levels varied by context and were higher during recess (15.4 ± 8.5 min) while at school, and on Saturdays (97.4 ± 89.5 min) when youth were out-of-school. Elementary children were more active than their older counterparts only during lunch time, after-school, and Sunday (p < 0.05). Boys were consistently more active than girls at all segments. Participants were only more active during non-winter than winter months during PE (p = 0.006), after-school (p < 0.001), and Sunday (p = 0.008) segments. These findings showed that activity levels in youth vary during the day and season. The segments reflect discrete time periods that can potentially be targeted and evaluated to promote physical activity in this population.

scholarly journals Children’s segment specific moderate to vigorous physical activity through a school-initiated physical activity program

2015 ◽  
Vol 7 (2) ◽  
pp. 19-32
Author(s):  
ARTO GRÅSTÉN
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
After School ◽  
Physical Activity Guidelines ◽  
School Activities ◽  
Before And After ◽  
Before School ◽  
Out Of School

Background: Since less than one-third of 13-year-olds in many Western countries meet the physical activity guidelines, there is a major need to promote physical activity. The aim of this study was to examine children’s segment specific moderate to vigorous physical activity (MVPA) through the school-initiated program. Material/Methods: The sample comprised 76 Finnish elementary school children. Accelerometers were used to investigate the patterns of segmented MVPA through 2012-2014. Repeated Measures Analysis was implemented to summarize variability between time and segments of MVPA. Results: The examination of children’s MVPA revealed that their total, weekend, and before-school activity were significant predictors for their subsequent activity. Children’s MVPA in physical education classes, before- and after-school, and during school breaks decreased through the program. Both girls and boys accumulated the majority of their weekly MVPA during weekdays and out-of-school. Conclusions: The program provedto be effective in order to sustain children’s total MVPA levels, although physical education, before- and after-school, and recess MVPA decreased through the program. Out-of-school activities seemed to be more important than in-school activities in relation to children’s total MVPA minutes, when they transfer to the higher grades. Attention should be paid to out-of-school, especially weekend, activities.

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.

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