scholarly journals Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: H.Y.P.E. The Breaks!

2021 ◽  
Vol 22 (1_suppl) ◽  
pp. 101S-110S
Author(s):  
Ewelina M. Swierad ◽  
Lori Rose Benson ◽  
Olajide Williams
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Hip Hop ◽  
Classroom Behavior ◽  
Physically Active ◽  
School Day ◽  
Current Article ◽  
Education Model ◽  
Program Components ◽  
Children’S Physical Activity

Physically active children have lower rates of obesity, diabetes, hypertension, and depression than their inactive counterparts, and further evidence suggests that integrating physical activity breaks into the school day improves children’s classroom behavior, fitness, and cognitive functions. The current article focuses on the development and implementation of free, scalable, short activity breaks called H.Y.P.E. The Breaks! (Helping Young People Energize)—a series of 2-, 6-, and 10-minute-long dance and hip-hop–based physical activity videos, which can be used in the classroom or at home. H.Y.P.E. The Breaks! is deconstructed through the lens of the multisensory multilevel health education model, which leverages art, culture, and science in the design and implementation of health programs, and highlights the importance of framing and operationalizing program components across the different behavioral levels of influence of the socioecological model. The article also discusses the uptake of H.Y.P.E. The Breaks! during the COVID-19 (coronavirus disease 2019) pandemic, when major declines in children’s physical activity were observed.

Convergent Validity of a Piezoelectric Pedometer and an Omnidirectional Accelerometer for Measuring Children’s Physical Activity

2011 ◽  
Vol 23 (3) ◽  
pp. 399-410 ◽  
Author(s):  
Scott Duncan ◽  
Kate White ◽  
Losi Sa’ulilo ◽  
Grant Schofield
Keyword(s):  
Physical Activity ◽  
Convergent Validity ◽  
Vigorous Physical Activity ◽  
Limits Of Agreement ◽  
Metabolic Equivalent ◽  
Low Level ◽  
School Day ◽  
Level 3 ◽  
Equivalent Test ◽  
Children’S Physical Activity

The aim of this study was to assess the convergent validity of a new piezoelectric pedometer and an omnidirectional accelerometer for assessing children’s time spent in moderate to vigorous physical activity (MVPA). A total of 114 children (51 boys, 63 girls) aged 5–11 years wore a sealed NL-1000 piezoelectric pedometer (New Lifestyles Inc, Lee’s Summit, MO) and an Actical accelerometer (Mini Mitter, Bend, OR) over one school day. The NL-1000 pedometers were randomized to one of two manual intensity thresholds used to define MVPA (1): Level 3 = 2.9 metabolic equivalent test (MET) and (2) Level 4 = 3.6 MET. Compared with the Actical, the NL-1000 underestimated the time spent in MVPA by 37% and 45% at intensity levels 3 and 4, respectively. In addition, the 95% limits of agreement were wide at both intensity levels (level 3 = -144%, 70%; level 4 = -135%, 45%), indicating a low level of precision.

scholarly journals Promotion of physical activity among children

2015 ◽  
Vol 31 ◽  
pp. 09-21 ◽  
Author(s):  
Charlotte Skau Pawlowski ◽  
Jasper Schipperijn ◽  
Scott Duncan ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
New Zealand ◽  
Field Study ◽  
Physically Active ◽  
School Day ◽  
Promotion Of Physical Activity ◽  
School Recess

New Zealand children are much more physically active during the school day than Danish children. As school recess is a large contributor to children’s overall level of physical activity, the aim of this study was to identify possible physical activity-promoting recess practices at New Zealand schools transferrable to Danish schools. The study was conducted as an ethnographic field study using participant observations and informal field talks with children and school workers at five New Zealand schools. On the basis of our findings we suggest Danish schools should further support physical activity initiatives by implementing physical activity-promoting recess initiatives.

scholarly journals Day Length and Weather Effects on Children’s Physical Activity and Participation in Play, Sports, and Active Travel

2012 ◽  
Vol 9 (8) ◽  
pp. 1105-1116 ◽  
Author(s):  
Anna Goodman ◽  
James Paskins ◽  
Roger Mackett
Keyword(s):  
Physical Activity ◽  
Cloud Cover ◽  
Objective Measure ◽  
Active Travel ◽  
Day Length ◽  
Physically Active ◽  
The Public ◽  
Daylight Saving ◽  
Long Day ◽  
Children’S Physical Activity

Background:Children in primary school are more physically active in the spring/summer. Little is known about the relative contributions of day length and weather, however, or about the underlying behavioral mediators.Methods:325 British children aged 8 to 11 wore accelerometers as an objective measure of physical activity, measured in terms of mean activity counts. Children simultaneously completed diaries in which we identified episodes of out-of-home play, structured sports, and active travel. Our main exposure measures were day length, temperature, rainfall, cloud cover, and wind speed.Results:Overall physical activity was higher on long days (≥ 14 hours daylight), but there was no difference between short (< 9.5 hours) and medium days (10.2–12.6 hours). The effect of long day length was largest between 5 PM and 8 PM, and persisted after adjusting for rainfall, cloud cover, and wind. Up to half this effect was explained by a greater duration and intensity of out-of-home play on long days; structured sports and active travel were less affected by day length.Conclusions:At least above a certain threshold, longer afternoon/evening daylight may have a causal role in increasing child physical activity. This strengthens the public health arguments for daylight saving measures such as those recently under consideration in Britain.

scholarly journals Physical Activity during the School Holidays: Parent Perceptions and Practical Considerations

2019 ◽  
Vol 16 (10) ◽  
pp. 1697 ◽  
Author(s):  
Lydia Emm-Collison ◽  
Sarah Lewis ◽  
Thomas Reid ◽  
Joe Matthews ◽  
Simon Sebire ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Source ◽  
Activity Levels ◽  
Older Children ◽  
Viable Option ◽  
Physically Active ◽  
Factors Associated ◽  
Telephone Interviews ◽  
The Cost ◽  
Children’S Physical Activity

Children’s physical activity decreases during school holidays. Less structured days and reduced participation in organised activities may account for some of the decrease. Little is known about the factors that influence parents’ decision to enrol their child in organised activity such as holiday clubs. This paper sought to explore parents’ perceptions of their child’s physical activity during school holidays and the factors that influence holiday activity-based decision making. Semi-structured telephone interviews were conducted with 42 parents of children aged 10–11 years in July 2017 or March 2018. Data were analysed using a combination of inductive and deductive content analysis to explore parents’ perceptions of holiday-based physical activity and the factors associated with how they provide physical activity opportunities for their children. The data revealed that most parents consider their child’s physical activity levels when planning for the school holidays. However, work commitments in the holidays meant many parents had to rely on both informal and formal childcare. Grandparents were the primary source of informal childcare, despite a perception that children were not as physically active when with them. Holiday clubs were also a viable option, but the cost, location and age-appropriateness of provision inhibit parents signing older children up to these regularly.

Physical Activity in Preschool Children With the Transition to Outdoors

2013 ◽  
Vol 10 (2) ◽  
pp. 170-175 ◽  
Author(s):  
Russell R. Pate ◽  
Marsha Dowda ◽  
William H. Brown ◽  
Jonathan Mitchell ◽  
Cheryl Addy
Keyword(s):  
Physical Activity ◽  
Time Course ◽  
Outdoor Play ◽  
Activity Levels ◽  
Physically Active ◽  
Minute Period ◽  
Physical Activity Levels ◽  
Trained Observers ◽  
Children’S Physical Activity ◽  
Observation Period

Background:It is known that children are more physically active outdoors than indoors. However, few previous studies have observed the time course for physical activity as young children transition from indoor to outdoor activities.Methods:Participants were 3- to 5-year-old children enrolled in the Children’s Activity and Movement in Preschool Study (CHAMPS). Trained observers used the Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P) to record children’s physical activity levels over 20 minutes in outdoor settings. The 20-minute outdoor observational period began immediately following the transition from indoors to outdoors.Results:Children’s activity levels were moderately high at the time of transition and declined over the 20-minute observation period. Different patterns, however, were observed for boys and girls. Overall, boys were more active than girls. Boys’ activity levels declined in a linear fashion over the 20-minute period, while girls’ activity levels increased slightly, decreased, and then increased slightly again.Conclusions:These data indicate that physical activity levels decline with increased duration of outdoor play. The frequency and duration of outdoor play should be investigated for the purpose of optimizing physical activity levels.

Can a Multicomponent-Overnight Camp Increase Physical Activity Among Danish Children? A Retrospective Cross-Sectional Study

2020 ◽  
pp. 1-7
Author(s):  
Dorthe Dalstrup Jakobsen ◽  
Jasper Schipperijn ◽  
Jens Meldgaard Bruun
Keyword(s):  
Physical Activity ◽  
Physical Activity Level ◽  
Vigorous Physical Activity ◽  
Cross Sectional Study ◽  
Activity Level ◽  
Cross Sectional ◽  
Physically Active ◽  
And Behavior ◽  
Children’S Physical Activity

Background: In Denmark, most children are not sufficiently physically active and only a few interventions have been found to increase long-term physical activity among overweight and obese children. The aim of our study was to investigate if children are physically active in correspondence to Danish recommendations after attending a multicomponent-overnight camp. Methods: A questionnaire was developed to estimate children’s physical activity level and behavior and investigate how transport, economy, availability, time, motivation, and knowledge about physical activity affect children’s physical activity level and behavior. Results: In this study, 60.9% of the children did vigorous physical activity (VPA) minimum 30 minutes 3 times per week up to 3 years after camp. Most children were physically active at a sports club (44.3%) and only 5.7% of the children did not participate in physical activity. Parental physical activity and child motivation toward physical activity were significantly (P < .05) associated with children doing VPA. Conclusion: Our findings suggest that 60.9% of children who attended camp engage in VPA after camp, which compared with a recent Danish study, is more frequent than children who did not attend camp. Further investigations are needed to determine the long-term health effects in children attending interventions such as multicomponent-overnight camps.

Reasons and Barriers for University Students’ Leisure-Time Physical Activity: Moderating Effect of Health Education

2019 ◽  
Vol 126 (6) ◽  
pp. 1084-1100 ◽  
Author(s):  
Saulius Sukys ◽  
Vida J. Cesnaitiene ◽  
Arunas Emeljanovas ◽  
Brigita Mieziene ◽  
Irena Valantine ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
University Students ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Survey Method ◽  
Physically Active ◽  
Health Related ◽  
Fitness And Health ◽  
The Relationship

This study aimed to investigate the relationship between health education and motives and barriers for university students’ engagement in leisure-time physical activity (PA). The research sample included 709 students (312 females and 397 males) in different years of study, ranging in age between 18-25 years. A questionnaire survey method revealed a significant positive relationship between fitness and health motives and students’ leisure-time PA. External barriers were negative predictors of students’ leisure-time PA, while more health education-related courses per week were positively associated with students’ leisure-time PA. Finally, we found that the number of health education-related courses per week moderated the relationship between fitness and health motives and students’ leisure-time PA. These findings suggest that university students’ fitness and health motives and external barriers to be physically active outweigh other motives and barriers in determining their leisure-time PA. In addition, health education in university studies can effectively increase students’ health-related motivation for PA.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

An Examination of Multilevel Factors That May Explain Gender Differences in Children’s Physical Activity

2013 ◽  
Vol 10 (7) ◽  
pp. 982-992 ◽  
Author(s):  
Noe C. Crespo ◽  
Kirsten Corder ◽  
Simon Marshall ◽  
Gregory J. Norman ◽  
Kevin Patrick ◽  
...  
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Linear Regression ◽  
Vigorous Physical Activity ◽  
Parent Support ◽  
Cross Sectional ◽  
Physically Active ◽  
Several Variables ◽  
Sectional Analysis ◽  
Children’S Physical Activity

Background:Girls are less physically active than boys, yet no single study has examined the factors that may explain gender differences in children’s physical activity (PA).Methods:This study was a cross-sectional analysis of data from 116 caregivers and their children aged 5–8 years who participated in the MOVE study. Caregivers reported various factors that may relate to children’s PA (eg, encouragement for child PA and PA equipment at home). Child PA was measured by 7-day accelerometry. Linear regression tested for the variance in moderate-to-vigorous physical activity (MVPA) explained by gender and several variables. Gender and ethnicity interactions were examined.Results:Caregivers were mostly female (97%), mean age 38 ± 6 years, mean BMI 28 ± 6 (kg/m2). Child’s mean age was 8.1 ± 0.7, 54% were female and 40% were overweight/obese. Girls were less physically active than boys (54.1 ± 19.7 vs. 65.2 ± 28.0 daily minutes of MVPA, respectively). Among girls, more days of PE/week was associated with greater MVPA. Among boys, greater parent support for PA, greater parent modeling for PA, and greater number of PA equipment in the home were associated with greater MVPA.Conclusions:This study supports that boys and girls have different correlates for MVPA, which may partly explain gender differences in PA.

Feeling refreshed

2016 ◽  
Vol 23 (1) ◽  
pp. 41-59 ◽  
Author(s):  
Dominique Banville ◽  
Pamela Hodges Kulinna ◽  
Ben Dyson ◽  
Michalis Stylianou ◽  
Rachel Colby ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Content Knowledge ◽  
Situated Learning ◽  
School Environment ◽  
Well Being ◽  
Physically Active ◽  
Student Focus ◽  
Group Interviews ◽  
The Impact

The purpose of this study was to identify students’ perspectives of the role of healthy behaviours in their well-being and school success. Since a number of studies focused on establishing the link between healthy behaviours and learning have relied on quantitative measures, it was deemed important to provide a different perspective on the topic and give students a voice. Participants were 50 Aotearoa/New Zealand nine- and 10-year-old students of various ethnic backgrounds from two elementary schools. Using situated learning theory to determine the impact a school environment that promotes physical activity has on students’ perspectives, four categories were drawn from student focus-group interviews: (1) opportunities to be active, (2) roles of physical activity, (3) students’ misconceptions of health concepts, and (4) students’ support for health education and physical education at their schools. Students in this study were afforded multiple opportunities to be physically active and acknowledged the benefits these bouts of activities gave them while differentiating the types of opportunities and value they gained from them. Within their community of practice, students were sometimes ‘full’ participants as their knowledge was fully constructed, and sometimes ‘peripheral’ participants, needing more time, active engagement and content knowledge to better grasp some concepts. Little health education content knowledge was provided to classroom teachers, which might have caused some of the misconceptions held by students related to the impact of physical activity and nutrition on their brain function.

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