Abstract P094: Sex Differences in Fitness Outcomes After Participation in a Park-Based After school Program Among Minority Youth

Introduction: Only 18% of high school girls compared with 37% of boys are reported to meet national physical activity guidelines, but much less is known about sex differences in fitness levels during the elementary and middle school years. This study aimed to describe sex differences in longitudinal fitness outcomes after participation in Fit2Play TM , a park-based afterschool health and wellness program targeting high risk youth ages 6-to-14 years old. Hypothesis: It was hypothesized that over time boys would have more improvement in (1) cardiorespiratory fitness via the Progressive Aerobic Cardiovascular Endurance Run (PACER) and 400 meter run test; (2) strength via 1-minute timed push-ups and sit-ups; and (3) flexibility via the sit-and-reach test, versus girls. Methods: Youth who participated in Fit2Play TM for either 1, 2 or 3 school years between 2010-2016 (N=2129, mean age 9.1 years, 52% Hispanic, 48% non-Hispanic black, 54% male) participated in a fitness battery at the beginning and end of the school year(s). Effects of length of Fit2Play TM participation on fitness outcomes were assessed via 3-level repeated measures analysis stratified by sex and adjusted for child sociodemographics, weight category, area poverty, and year. Results: Adjusted models showed significant improvements for both boys and girls in the PACER and 400 meter run tests (p<0.001 for both), with greater magnitude of effects and dose-response trends for girls after up to 3 years of participation in Fit2Play TM . Specifically, from baseline to 1, 2 and 3 years of program participation, girls demonstrated 8% (95% CI: 0.87, 0.97), 14% (95% CI: 0.77, 0.96), and 23% (95% CI: 0.65, 0.92) mean improvement in 400 meter run times versus 9% (95% CI: 0.86, 0.96), 9% (95% CI: 0.82, 1.01), and 17% (95% CI: 0.70, 0.98) for boys, respectively (p<0.001 for all). Significant strength improvements were found for both boys and girls for push-ups (p<.01 for both, though 4%, 11% and 12% higher magnitude of effects in girls vs. boys for 1, 2 and 3 years of participation, respectively), and only girls for sit-ups (p<.001). Conclusions: Park-based afterschool physical activity programs have the potential to improve fitness performance in all youth, and particularly girls. Future research should further examine sex differences in the effects of park and other community based programs to ultimately reduce sex disparities in youth fitness, particularly in light of the current youth obesity epidemic that continues to challenge our nation.

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

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.07.2.02 ◽

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.

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Generalizability of an adult-validated model for predicting increased physical activity in after-school program children: Effects of treatment formats on fitness indicators

Evaluation and Program Planning ◽

10.1016/j.evalprogplan.2018.11.008 ◽

2019 ◽

Vol 73 ◽

pp. 33-43

Author(s):

James J Annesi

Keyword(s):

Physical Activity ◽

After School ◽

School Program ◽

Fitness Indicators ◽

After School Program

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Standardising the measurement of physical activity in people receiving haemodialysis: considerations for research and practice

BMC Nephrology ◽

10.1186/s12882-019-1634-1 ◽

2019 ◽

Vol 20 (1) ◽

Cited By ~ 2

Author(s):

Hannah M. L. Young ◽

Mark W. Orme ◽

Yan Song ◽

Maurice Dungey ◽

James O. Burton ◽

...

Keyword(s):

Physical Activity ◽

Sample Size ◽

Repeated Measures ◽

A Priori ◽

Intraclass Correlation ◽

Correlation Coefficients ◽

Future Research ◽

Wear Time ◽

Minimum Number ◽

The Uk

Abstract Background Physical activity (PA) is exceptionally low amongst the haemodialysis (HD) population, and physical inactivity is a powerful predictor of mortality, making it a prime focus for intervention. Objective measurement of PA using accelerometers is increasing, but standard reporting guidelines essential to effectively evaluate, compare and synthesise the effects of PA interventions are lacking. This study aims to (i) determine the measurement and processing guidance required to ensure representative PA data amongst a diverse HD population, and; (ii) to assess adherence to PA monitor wear amongst HD patients. Methods Clinically stable HD patients from the UK and China wore a SenseWear Armband accelerometer for 7 days. Step count between days (HD, Weekday, Weekend) were compared using repeated measures ANCOVA. Intraclass correlation coefficients (ICCs) determined reliability (≥0.80 acceptable). Spearman-Brown prophecy formula, in conjunction with a priori ≥ 80% sample size retention, identified the minimum number of days required for representative PA data. Results Seventy-seven patients (64% men, mean ± SD age 56 ± 14 years, median (interquartile range) time on HD 40 (19–72) months, 40% Chinese, 60% British) participated. Participants took fewer steps on HD days compared with non-HD weekdays and weekend days (3402 [95% CI 2665–4140], 4914 [95% CI 3940–5887], 4633 [95% CI 3558–5707] steps/day, respectively, p < 0.001). PA on HD days were less variable than non-HD days, (ICC 0.723–0.839 versus 0.559–0.611) with ≥ 1 HD day and ≥ 3 non-HD days required to provide representative data. Using these criteria, the most stringent wear-time retaining ≥ 80% of the sample was ≥7 h. Conclusions At group level, a wear-time of ≥7 h on ≥1HD day and ≥ 3 non-HD days is required to provide reliable PA data whilst retaining an acceptable sample size. PA is low across both HD and non- HD days and future research should focus on interventions designed to increase physical activity in both the intra and interdialytic period.

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Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students

Journal of Positive Behavior Interventions ◽

10.1177/1098300719851226 ◽

2019 ◽

Vol 21 (4) ◽

pp. 228-237

Author(s):

Baileigh A. Kirkpatrick ◽

Shelby Wright ◽

Stephanie Daniels ◽

Kala L. Taylor ◽

Merilee McCurdy ◽

...

Keyword(s):

Repeated Measures ◽

Visual Analysis ◽

At Risk Students ◽

School Setting ◽

After School ◽

Future Research ◽

Dependent Variables ◽

Withdrawal Design ◽

Grade Classroom ◽

Size Estimates

This study was designed to extend the research on tootling interventions, which involves reinforcing students’ reporting of their peers’ incidental prosocial behaviors. Specifically, a withdrawal design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated-measures graph and effect size estimates suggested that the tootling intervention decreased these interactions. Discussion focuses on future research designed to evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables.

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Evidence-based physical activity guidelines for cancer survivors: Current guidelines, knowledge gaps and future research directions

Cancer Treatment Reviews ◽

10.1016/j.ctrv.2013.06.007 ◽

2014 ◽

Vol 40 (2) ◽

pp. 327-340 ◽

Cited By ~ 139

Author(s):

L.M. Buffart ◽

D.A. Galvão ◽

J. Brug ◽

M.J.M. Chinapaw ◽

R.U. Newton

Keyword(s):

Physical Activity ◽

Cancer Survivors ◽

Future Research ◽

Evidence Based ◽

Knowledge Gaps ◽

Research Directions ◽

Physical Activity Guidelines ◽

Future Research Directions ◽

Current Guidelines

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Academic Stress and Physical Activity in Adolescents

BioMed Research International ◽

10.1155/2020/4696592 ◽

2020 ◽

Vol 2020 ◽

pp. 1-10 ◽

Cited By ~ 2

Author(s):

Karel Frömel ◽

Michal Šafář ◽

Lukáš Jakubec ◽

Dorota Groffik ◽

Radim Žatka

Keyword(s):

Physical Activity ◽

Repeated Measures ◽

Academic Stress ◽

School Level ◽

After School ◽

Cognitive Stress ◽

Work Related ◽

School Time ◽

Healthy Working ◽

School Day

The issue of work-related mental health needs to be addressed at the school level. The aim of this study was to explore the associations between academic stress (AS) of adolescent boys and girls and their physical activity (PA) during recesses and after school and to propose measures to promote the adoption of lifelong healthy working habits. Adolescents from 16 schools in the Czech Republic and 6 schools in Poland participated in the study (187 boys and 339 girls). Monitoring of PA and cognitive stress was conducted during one school day. We used ActiTrainer accelerometers to monitor PA and physical inactivity. Data on time of PA and self-reported AS in school lessons were collected using recording sheets. We split the participants into two groups: those without a self-reported stressor and those who indicated one or more stressors. Differences in overall PA during recesses, as well as after-school PA, between boys with and without AS were not statistically significant for any PA characteristics. We observed similar results for girls. Repeated measures ANOVA confirmed that differences in PA (steps/hour) during recesses following particular lessons between participants with and without AS were not statistically significant in boys or girls (F(4,1612) = 1.83, p=0.121 , ηp2=0.005). It is noteworthy that girls with AS were statistically significantly more likely to meet the 6000 steps after school time recommendation (39%) than girls without AS (18%; p<0.001). The study did not confirm the assumption that adolescents reporting AS have less PA during recesses or even after school than adolescents without AS. However, the overall low PA of adolescents during recesses and after school highlights the need to compensate for AS by adequate PA. This is especially true for adolescents with recurrent AS in several consecutive lessons.

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Standing Desks in a Grade 4 Classroom over the Full School Year

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16193590 ◽

2019 ◽

Vol 16 (19) ◽

pp. 3590 ◽

Cited By ~ 2

Author(s):

Sharon Parry ◽

Beatriz IR de Oliveira ◽

Joanne A. McVeigh ◽

Joyln Ee ◽

Angela Jacques ◽

...

Keyword(s):

Physical Activity ◽

Repeated Measures ◽

Sedentary Time ◽

Sitting Time ◽

Musculoskeletal Discomfort ◽

Beneficial Effects ◽

School Aged Children ◽

School Year ◽

Significant Difference ◽

School Day

School-aged children are spending increasingly long periods of time engaged in sedentary activities such as sitting. Recent school-based studies have examined the intervention effects of introducing standing desks into the classroom in the short and medium term. The aim of this repeated-measures crossover design study was to assess the sit-stand behaviour, waking sedentary time and physical activity, and musculoskeletal discomfort at the start and the end of a full school year following the provision of standing desks into a Grade 4 classroom. Accelerometry and musculoskeletal discomfort were measured in both standing and traditional desk conditions at the start and at the end of the school year. At both time points, when students used a standing desk, there was an increase in standing time (17–26 min/school day) and a reduction in sitting time (17–40 min/school day). There was no significant difference in sit-stand behaviour during school hours or sedentary time and physical activity during waking hours between the start and the end of the school year. Students were less likely to report discomfort in the neck and shoulders when using a standing desk and this finding was consistent over the full school year. The beneficial effects of using a standing desk were maintained over the full school year, after the novelty of using a standing desk had worn off.

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