scholarly journals Keeping children healthy during and after COVID-19 pandemic: meeting youth physical activity needs

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Andjelka Pavlovic ◽  
Laura F. DeFina ◽  
Breanna L. Natale ◽  
Shelby E. Thiele ◽  
Timothy J. Walker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Distance Learning ◽  
Low Socioeconomic Status ◽  
Remote Work ◽  
Title 1 ◽  
Physically Active ◽  
Work Arrangements ◽  
District Administrators ◽  
Teacher Student ◽  
School Based

Abstract Background The purpose of this study was to: 1) examine the maintenance of Physical Education and physical activity during the distance learning time, 2) determine the resources educators are utilizing to deliver PE curricula, and 3) understand the challenges experienced by educators during distance learning. Methods A survey was sent to a cohort of school-based fitness assessment software users. Respondents were largely school-based individuals including PE teachers (n = 1789), school (n = 62) and district administrators (n = 64), nurses (n = 3), and “other” (n = 522). Results Of 2440 respondents, most were from a city or suburb (69.7%), elementary or middle school (72.3%), and had Title 1 status (60.4%), an indicator of low socioeconomic status. Most campuses were closed during the COVID-19 pandemic (97.8%). Of the schools closed during the pandemic, only 2.8% had no prior PE requirements and that increased to 21% during the pandemic. In schools that remained open during the pandemic, 7.7% had no prior PE requirements and this increased to 60.5%. Importantly, 79% of respondents reported that students were either “significantly less” or “somewhat less” physically active during the closure. For closed schools, the most frequently cited challenges included “student access to online learning“, “teacher/student communication” and “teacher remote work arrangements”. For open schools, the most commonly reported challenges included “social distancing”, “access to gymnasium/equipment”, and “concern for personal health and wellbeing”. Conclusion The COVID-19 pandemic has caused important reductions in PE requirements and time engaged in physical activity. Challenges experienced by teachers were identified for closed and open schools.

scholarly journals Keeping Children Healthy During and After COVID-19 Pandemic: Meeting Youth Physical Activity Needs

2021 ◽  
Author(s):  
Andjelka Pavlovic ◽  
Laura F. DeFina ◽  
Breanna L. Natale ◽  
Shelby E. Thiele ◽  
Timothy J. Walker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Distance Learning ◽  
Low Socioeconomic Status ◽  
Remote Work ◽  
Title 1 ◽  
Physically Active ◽  
Work Arrangements ◽  
District Administrators ◽  
Teacher Student ◽  
School Based

Abstract Background: The purpose of this study was to: 1) examine the maintenance of Physical Education and physical activity during the distance learning time, 2) determine the resources educators are utilizing to deliver PE curricula, and 3) understand the challenges experienced by educators during distance learning.Methods: A survey was sent to a cohort of school-based fitness assessment software users. Respondents were largely school-based individuals including PE teachers (n= 1,789), school (n=62), and district administrators (n=64). nurses (n=3), and “other” (n =522). Results: Of 2,440 respondents, most were from a city or suburb (69.7%), elementary or middle school (72.3%), and had Title 1 status, an indicator of low socioeconomic status, (60.4%). Most campuses were closed during the COVID-19 pandemic (97.8%). Of the schools closed during the pandemic, only 2.8% had no prior PE requirements and that increased to 21% during the pandemic. In schools that remained open during the pandemic, 7.7% had no prior PE requirements and this increased to 60.5%. Importantly, 79% of respondents reported that students were either “significantly less” or “somewhat less” physically active during the closure. For closed schools, the most frequently cited challenges included “student access to online learning“, “teacher/student communication” and “teacher remote work arrangements”. For open schools, the most commonly reported challenges included “social distancing”, “access to gymnasium/equipment”, and “concern for personal health and wellbeing”.Conclusion: The COVID-19 pandemic has caused important reductions in PE requirements and time engaged in physical activity. Challenges experienced by teachers were identified for closed and open schools.

Accelerometer-measured physical activity among adolescents in a multicultural area characterized by low socioeconomic status

2016 ◽  
Vol 30 (3) ◽  
Author(s):  
Andreas Fröberg ◽  
Christel Larsson ◽  
Christina Berg ◽  
Cecilia Boldemann ◽  
Anders Raustorp
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Sedentary Time ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Physically Active ◽  
Low Socioeconomic ◽  
Organized Sports ◽  
Wear Time

Abstract Purpose: The aim of this cross-sectional study was to describe and analyze accelerometer-measured sedentary time and physical activity (PA) among adolescents in a multicultural area characterized by low socioeconomic status (SES). Method: Seventh-graders (n=114 (girls n=66), mean age: 12.8±0.5 y) were recruited from three schools in a multicultural area of the city of Gothenburg, Sweden. Sedentary time and PA were measured with ActiGraph™ accelerometers. Result: Of total wear-time, 70 (±6)% was sedentary, with girls being more sedentary than boys. Girls had less light PA (LPA) and moderate-to-vigorous PA (MVPA) than boys. Similar patterns were shown during in-school and out-of-school hours. During wear-time, 53% had a mean of ≥60 min of MVPA per day, but only 6% of the girls and 24% of the boys were sufficiently physically active every day. Girls had more sedentary bouts of ≥10 min and fewer MVPA bouts of ≥5 min per day than boys. Those who participated in organized sports spent a mean of 15 more minutes of MVPA per day compared to those who did not. No association was observed between body mass index (BMI) and sedentary time and PA. Conclusion: Only a few adolescents from a Swedish multicultural area characterized by low SES met the PA recommendations every day, and girls were more sedentary and less physically active than boys. Adolescents involved in organized sports had more of MVPA per day than their non-involved peers. Sedentary time and PA were not related to BMI.

Childhood obesity: food, nutrient, and eating-habit trends and influences

2007 ◽  
Vol 32 (4) ◽  
pp. 635-645 ◽  
Author(s):  
Lynn Roblin
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Nutrition Education ◽  
Eating Habits ◽  
Fats And Oils ◽  
Obese Children ◽  
Physically Active ◽  
School Based ◽  
The Media ◽  
High Calorie

The need has never been greater to support healthy eating and physical activity in children and youth; the numbers of overweight and obese children have doubled and tripled, respectively, over the past 3 decades. Poor eating habits, including inadequate intake of vegetables, fruit, and milk, and eating too many high-calorie snacks, play a role in childhood obesity. Grain products provide the highest percentage (31%) of daily calories, followed by “other foods,” which have limited nutritional value (22% of daily calories). Snacks account for 27% of total daily calories, which is more than the calories consumed at breakfast (18%) and lunch (24%), but not dinner (31%). For Canadians older than 4 years of age, more than 41% of daily snack calories come from other foods, such as chips, chocolate bars, soft drinks, fruit drinks, sugars, syrup, preserves, fats, and oils. Habits that protect against childhood obesity include eating more vegetables and fruit, eating meals with family, and being physically active. Children’s food habits and choices are influenced by family, caregivers, friends, schools, marketing, and the media. Successful interventions for preventing childhood obesity combine family- and school-based programs, nutrition education, dietary change, physical activity, family participation, and counseling.

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.

scholarly journals Multi-Year Examination of School-Based Programs in Preventing Childhood Obesity: A Case of a State Policy in the U.S.

2020 ◽  
Vol 17 (24) ◽  
pp. 9425
Author(s):  
Chang-Yong Jang ◽  
Nam-Gyeong Gim ◽  
Yoonhee Kim ◽  
TaeEung Kim
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Nutrition Education ◽  
Fixed Effects ◽  
The Body ◽  
Physically Active ◽  
School Based ◽  
American Children ◽  
Teenage Obesity ◽  
State Programs

This study examined the association between the obesogenic factors and the risk of suffering from weight excess in school-based state programs regarding physical activity, physical education, nutrition standards, and nutrition education in preventing childhood obesity. Data were drawn from the 1999–2011 Youth Risk Behavior Survey in the State of Mississippi (N = 8862; grades 9–12). Logistic regression with year-fixed effects was performed to capture the influence of the legislation on teenage obesity, controlling for demographics and nutrition- and physical activity-related behaviors. The age-, sex-, and ethnicity-adjusted mean of the body mass index had reduced since 2007 (year 1999: 23.52; year 2001: 23.53; year 2003: 23.76; year 2007: 24.26; year 2009: 24.29; and year 2011: 23.91). The legislation was significantly associated with a decreased likelihood of being overweight (year 2007, odds ratio (OR) = 0.686; year 2009, OR = 0.739; and year 2011, OR = 0.760; all p < 0.01). Children who were more sedentary, more frequently fasted to lose weight, and were less physically active and likelier to be overweight (OR = 1.05, 1.37, and 0.97, respectively; all p < 0.05), as were African-American children (OR = 0.64; p < 0.05) and female students (OR = 1.59; p < 0.05). In conclusion, schools are among the most easily modifiable settings for preventing childhood obesity and reducing its prevalence, with the implementation of physical activity and nutritional policies.

Extracurricular School-Based Sports as a Stepping Stone Toward an Active Lifestyle? Differences in Physical Activity and Sports-Motivation Between Extracurricular School-Based Sports Participants and Non-Participants

2017 ◽  
Vol 36 (4) ◽  
pp. 485-497 ◽  
Author(s):  
An De Meester ◽  
Greet Cardon ◽  
Ilse De Bourdeaudhuij ◽  
Leen Haerens
Keyword(s):  
Physical Activity ◽  
Sports Participation ◽  
Autonomous Motivation ◽  
Participation Rates ◽  
Multilevel Regression ◽  
Active Lifestyle ◽  
Physically Active ◽  
Type Method ◽  
School Based ◽  
Community Sports

Purpose:The goals were to investigate whether extracurricular school-based sports reach students not engaging in community sports and whether extracurricular school-based sports participants are more physically active and/or autonomously motivated toward sports than nonparticipants.Method:1526 students (48.0% boys; 85.9% Belgian natives; age = 15.34 ± 1.83y) completed validated questionnaires to assess sports participation, physical activity (PA) and sports-motivation. Multilevel regression analyses were conducted.Results:Only 28.7% of all students (n = 438), and 19.7% of students not engaging in community sports (n = 123), participated in extracurricular school-based sports. Participants were significantly more physically active [β=44.19, S.E.=17.34, χ2(1)=6.50, p = .01] and autonomously motivated [β=.18, S.E.=.04, χ2(1)=25.62, p < .001] than nonparticipants, even after controlling for community sports participation. Boys were more physically active and autonomously motivated than girls (p < .001).Conclusion:As participation is linked to higher PA-levels and autonomous motivation, increasing overall participation rates may contribute to children developing a more physically active lifestyle and achieving the PA guidelines.

scholarly journals Quality of process impacts fourth grade students’ participation in physically active academic lessons

2020 ◽  
Author(s):  
Vanessa L. Errisuriz ◽  
Erin E. Dooley ◽  
Katie G. Buford ◽  
Ashleigh M. Johnson ◽  
Esbelle M. Jowers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Latent Profile Analysis ◽  
Analysis Of Covariance ◽  
Teacher Feedback ◽  
Teacher Engagement ◽  
Technical Instruction ◽  
Physically Active ◽  
Activity Intensity ◽  
School Based

Abstract Background It is important to assess implementation of active learning interventions to maximize their impact. Quality of process, or how well one engages program participants, has been less studied than other implementation components (e.g., dose, fidelity). This cross-sectional study examined associations between teacher engagement behaviors, teacher feedback, and student physical activity outcomes during active classroom lessons.Methods This study used data from the Texas Initiatives for Children’s Activity and Nutrition (I-CAN!) randomized controlled trial. Multivariate analysis of covariance was conducted to compare student physical activity outcomes by teachers’ engagement behaviors. Bivariate correlations were conducted to examine associations between teacher feedback and student physical activity outcomes. A latent profile analysis was used to examine whether there were subsets of teachers with similar feedback profiles.Results The final analytic sample included 82 teachers (N = 100 observations). Teacher-directed changes in physical activity and/or teacher participation in physical activity demonstrated significantly higher ratings for student physical activity intensity, class participation, and how often children were active (all p < .05). Physical Activity Reinforcement and Technical Instruction feedback were positively associated with activity intensity (r=-.20, p < .05 and r = .33, p < .01, respectively). Technical Instruction feedback was positively associated with how many (r = .31, p < .01) and how often (r = .44, p < .01) students were active during lessons. Negative feedback was negatively associated with how many (r=-.20, p < .05) and how often (r=-.28, p < .01) students were active, as well as activity intensity (r=-.27, p < .01). All teachers were represented by relatively high levels of Game Instruction and Classroom Management feedback, moderate levels of Content Reinforcement and Content Instruction feedback, and low levels of Negative, Technical Instruction, and Physical Activity Reinforcement feedback. These data did not indicate the existence of multiple feedback profiles.Conclusions These findings suggest that teacher engagement and feedback to students during physically active, academic lessons can help promote student engagement in physical activity. Teachers have primary responsibility for implementing school-based interventions, and it is critical to develop strategies that increase teachers’ ability to implement them successfully. Opportunities to maximize intervention delivery, such as co-designing with teachers, should be utilized in school-based, physical activity interventions.

Promoting physical activity

2019 ◽  
Author(s):  
Anna Chalkley ◽  
Lauren Sherar
Keyword(s):  
Physical Activity ◽  
Physical Activity Promotion ◽  
Well Being ◽  
Physically Active ◽  
Role Modelling ◽  
School Based ◽  
Marginalized Groups ◽  
Activity Promotion ◽  
The Social ◽  
Health And Well Being

Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inactive to become moderately active. Physical activity promotion efforts for children have predominantly focused on school-based programmes, but multisectoral approaches are needed with transformative and enlightened public policy regarding many facets of children’s lives such as school curricula, active travel, safe play areas, and enhanced sports opportunities for all.

Association Between Physical Activity in Parks and Perceived Environment: A Study With Adolescents

2009 ◽  
Vol 6 (4) ◽  
pp. 503-509 ◽  
Author(s):  
Rodrigo Siqueira Reis ◽  
Adriano Akira Ferreira Hino ◽  
Alex Antonio Florindo ◽  
Ciro Romélio Rodriguez Añez ◽  
Marlos Rodrigues Domingues
Keyword(s):  
Physical Activity ◽  
Logistic Regression ◽  
Odds Ratio ◽  
Multivariate Logistic Regression ◽  
Physically Active ◽  
Environmental Features ◽  
Perceived Environment ◽  
School Based ◽  
The Relationship ◽  
Crude Analysis

Background:The purpose of this study was to analyze the relationship between adolescents’ physical activity practice and their perception about the environment of urban parks.Methods:A school-based representative sample (n = 1,718; boys = 40.4%) of teenagers of Curitiba, Southern region of Brazil. A questionnaire was employed to identify perceived parks environmental features as well as physical activity practice in the parks (PAP), habitual physical activity (HPA) and demographics. The relationship between PAP and parks environments was analyzed through multivariate logistic regression controlling for age and socioeconomic status, HPA and parks distance.Results:After controlling for confounders PAP was associated with lack of space to be physically active, activities to choose from and equipments for both boys and girls, (odds ratio (OR)—ranging from 1.5 to 1.8). Among boys, having people of same age (OR = 1.5) and accessibility (OR = 2.0) showed association with PAP only in crude analysis. However, among girls, to be bulled or teased (OR = 1.4) and accessibility (OR = 1.7) were associated with PAP after confounding control.Conclusions:The results showed that specific attributes in parks may be considered and offered to increase the likelihood of physical activity practice among adolescents in such locations.

scholarly journals Examining If Changes in the Type of School-Based Intramural Programs Affect Youth Physical Activity over Time: A Natural Experiment Evaluation

2021 ◽  
Vol 18 (5) ◽  
pp. 2752
Author(s):  
Kathleen E. Burns ◽  
Ashok Chaurasia ◽  
Valerie Carson ◽  
Scott T. Leatherdale
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Sport Participation ◽  
Study Data ◽  
Physically Active ◽  
School Based ◽  
Level Data ◽  
Youth Physical Activity ◽  
Mixed Regression ◽  
Over Time

(1) School-based physical activity programs such as intramurals provide youth with inclusive opportunities to be physically active, yet we know little about how types of intramurals (e.g., team and individual sports) may contribute to youth MVPA. This research aims to evaluate how real-world changes in types of intramurals available in schools impact youth physical activity over time. (2) This study used three years of longitudinal school- and student-level data from Ontario schools participating in year 5 (2016–2017), year 6 (2017–2018) and year 7 (2018–2019) of the COMPASS study. Data on types of intramural programs from 55 schools were obtained, baseline demographic characteristics were measured and data on physical activity and sport participation were collected on a sample of 4417 students. Hierarchical linear mixed regression models were used to estimate how changes in the type of intramurals associate with youth MVPA over time. (3) Regardless of participation, adding individual and team intramurals was significantly and positively associated with female MVPA in Y6. (4) The indirect, but positive relationship between adding individual and team intramurals and female MVPA may be explained by other characteristics of the school environment that are conducive to female MVPA.

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