scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Significant Positive Correlation ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Positive Correlation ◽  
Self Reports

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for primary school children in Tanzania. To understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community-based cross-sectional study was conducted from May to July 2018. We conveniently selected four primary schools in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania. From these districts, 51 children aged 9 – 11 years were randomly selected. A self-reported questionnaire was used to collect physical activity-related variables. Children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The study participants' mean age was 10 (SD=0.8) years, and 32 (63%) were girls. A significant positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). The mean total of weekday minutes in MVPA from accelerometers was higher than from self-reports, 408 (SD = 66) versus 261 (SD = 179). Conclusions: This study found a significant positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, which interferes with their validity. More research is needed to develop better self-reported measures with specific activities that children can easily remember. Also, researchers should carefully consider the inherent limitations in the validity of self-reports.

scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Significant Positive Correlation ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Positive Correlation ◽  
Self Reports

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for primary school children in Tanzania. To understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community-based cross-sectional study was conducted from May to July 2018. We conveniently selected four primary schools in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania. From these districts, 51 children aged 9 – 11 years were randomly selected. A self-reported questionnaire was used to collect physical activity-related variables. Children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The study participants' mean age was 10 (SD=0.8) years, and 32 (63%) were girls. A significant positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). The mean total of weekday minutes in MVPA from accelerometers was higher than from self-reports, 408 (SD = 66) versus 261 (SD = 179). Conclusions: This study found a significant positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, which interferes with their validity. More research is needed to develop better self-reported measures with specific activities that children can easily remember. Also, researchers should carefully consider the inherent limitations in the validity of self-reports.

scholarly journals Validation of self-reported physical activity by accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2020 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Positive Correlation ◽  
Self Reports ◽  
Study Participants ◽  
Moderate Positive Correlation

Background: Self-reports are commonly used to assess physical activity in children.  Existing self-reports for physical activity have not been validated for use among primary school children in Kilimanjaro, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018 among four primary schools in Moshi municipal and Moshi rural districts, Kilimanjaro, Tanzania.  A total of 51 primary school children aged 9–11 years were enrolled using a simple random sampling technique. A self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years. Majority of the study participants were female 32 (63%). A moderate, positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher MVPA compared to self-reports. Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found the moderate positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity.  More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

scholarly journals Description and comparison of physical activity from self-reports and accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2021 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Rank Test ◽  
Cross Sectional ◽  
Self Reports ◽  
Positive Significant Correlation

Background: Self-reports are commonly used to assess physical activity in children. Existing self-reports for physical activity have not been validated for use among primary school children in, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018. Four primary schools were conveniently selected in Moshi municipal and Moshi rural districts in Kilimanjaro, Tanzania and from these 51 children aged 9 – 11 years were randomly selected. Self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years and 32 (63%) were girls. A positive significant correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher mean MVPA 408 (SD = 66) compared to self-reports 261 (SD = 179). Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found a positive significant correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity. More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

scholarly journals Validation of self-reported physical activity by accelerometry in Tanzanian primary school children

2020 ◽  
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Reference Method ◽  
Primary School Children ◽  
Health Concern ◽  
Cross Sectional ◽  
Self Reports

Abstract Background: Insufficient physical activity is a serious public health concern. Assessing physical activity accurately in children remains a challenge and valid tools for its assessment in African children are needed. This study compares self-reports versus accelerometry-captured physical activity.Methods: In this cross-sectional study, 51 primary school children aged 9 – 11 years from four primary schools in Kilimanjaro region were enrolled. Children were asked to complete a self-reported questionnaire on physical activity and wore an accelerometer for seven consecutive days. Accelerometry was used as a reference method to assess for child reporting accuracy.Results: Spearman correlation between self-reports and accelerometry was moderate (r=0.41, p=0.002). Children who reported walking to school had higher moderate to vigorous physical activity (MVPA) for both accelerometry and self- reports compared to their counterparts (p < 0.001). Intra-class correlation (ICC) showed that 32% of the variations in accelerometry weekly total MVPA was contributed by the differences in activities between children.Conclusions: Objective measures of physical activity such as accelerometers can be used to accurately measure physical activity in children where feasible. Self-reports have limited validity, and therefore more research is needed to develop better self-reported measures with specific activities which can easily be recalled by children.

scholarly journals Objectively assessed moderate-to-vigorous physical activity levels among primary school children in Norway: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 38-47 ◽  
Author(s):  
Wei Hai Deng ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Linear Regression ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Age Groups ◽  
Participation Rate ◽  
Primary School Children ◽  
Activity Levels ◽  
Physical Activity Levels

Aims: The objective was to investigate moderate-to-vigorous physical activity levels (MVPA) of primary school children at baseline of the Health Oriented Pedagogical Project (HOPP), Norway. Methods: Data on 2123 children aged 6–12 years were included for analysis (75% participation rate). Average minutes per day in MVPA was objectively measured using accelerometry based on seven-day averages. The sample was analysed for age-, sex-, socioeconomic-, and season-related patterns. A linear regression investigated the moderating effect of these factors as well as body mass index and waist circumference. Results: Some 86.5% of the sample had at least 60 min/day MVPA, averaging 90.7 min/day. The main differences in daily averages were between age groups 6½–9 and 10–12 ( p < .05). Boys (95.8 min/day, 95% CI: 94.1–97.5) were more active than girls (85.6 min/day, 95% CI: 83.9–87.2) in all age groups ( p < .0001). MVPA was lower by 3.5 min ( p < .0001) per additional year of age in the linear regression (R2 = 0.176) and was reduced by 20 min less per day in MVPA in the winter months compared with the summer months ( p < .0001). Conclusions: Physical activity levels are already in decline from 6–7 years old and are likely to continue to decline into adolescence. Interventions must therefore focus on primary school children.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status

2017 ◽  
Vol 25 (2) ◽  
pp. 438-455 ◽  
Author(s):  
Nicola McWhannell ◽  
Carmel Triggs ◽  
Samantha Moss
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Primary School ◽  
Low Socioeconomic Status ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Depth Information ◽  
High Socioeconomic Status ◽  
Low Socioeconomic

Children in areas of low socioeconomic status might face barriers to physical activity during school playtime in comparison to their high socioeconomic status counterparts. However, limited research within the area currently prevents evidence-based interventions from being targeted appropriately. This exploratory study aimed to assess and compare playtime physical activity levels and perceptions of physical activity in primary school children from two schools of different socioeconomic status. Fifty-three children wore an accelerometer during playtime for three school days while 33 children participated in single-sex focus groups to elicit their experiences of physical activity during playtime. Results revealed that children from the low socioeconomic status school spent more time in sedentary activities ( P = 0.001) and spent less time in moderate and moderate to vigorous physical activity ( P = 0.001) than children from the high socioeconomic status school. Despite some between-school similarities in their perceptions of physical activity, differences resonated in their reasons for taking part in physical activity, perceptions of the play environment and ideas to improve physical activity. These findings contribute to current research and provide in-depth information from active users of the play environment that could be useful to inform new interventions for schools of varying socioeconomic status.

LEVEL OF MOTOR SKILLS IN YOUNGER PRIMARY-SCHOOL CHILDREN AND THEIR SELECTED CONDITIONS

2016 ◽  
Vol 26 (76) ◽  
pp. 51-60
Author(s):  
Eligiusz Madejski ◽  
Grażyna Kosiba ◽  
Magdalena Majer
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Physical Culture ◽  
Achievement Testing ◽  
Study Results

Aim. To assess the motor skill level of younger primary school children (grade 1-3) and the relationship between the motor skills of the participants and their knowledge on physical culture and physical activity. Basic procedures. The study was conducted among randomly selected children enrolled in grades 1-3 of primary schools in Krakow. 334 students aged 7-8, 365 aged 8-9 and 317 aged 9-10 took part in the study. The basic method was a diagnostic survey, and the technique was a questionnaire and school achievement testing. The SPSS 21 (IBM Corp., 2012) programme was used for statistical analysis of the study results. Statistically significant correlations were assumed at p &amp;amp;lt; 0.01 and were marked by two asterisks. Results. The highest percentage of subjects regarding the level of motor skills was in the middle and high ranges. The analysis of the results also showed an average level of physical activity and knowledge about physical culture in the majority of participants. Research also showed a statistically significant positive correlation between motor skills and the level of physical activity of children and the level of knowledge about physical culture. Conclusions. Younger school-girls and school-boys are generally above average in terms of selected motor skills. The age of the examined children clearly differentiated their level of motor skills. There was a statistically significant correlation between the motor skills and physical activity of children in their free time and their knowledge on physical culture.

scholarly journals Association between overweight/obesity and eating habits while watching television among primary-school children in the city of Shiraz, Iran

2017 ◽  
Vol 21 (03) ◽  
pp. 571-579 ◽  
Author(s):  
Saeed Ghobadi ◽  
Julia O Totosy de Zepetnek ◽  
Zeinab Hemmatdar ◽  
Nick Bellissimo ◽  
Reza Barati ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Eating Habits ◽  
Primary School Children ◽  
Viewing Time ◽  
Tv Viewing ◽  
Dietary Record ◽  
Watching Tv

AbstractObjectiveIt has been reported that television (TV) viewing is associated with childhood obesity in Western countries. The present study aimed to investigate the relationship between obesity and eating habits while watching TV among primary-school children in the Middle East.DesignCross-sectional.SettingChildren were recruited from primary schools of four educational districts in Shiraz, Iran. Anthropometric indices of mass (kg) and height (m) were measured, and BMI (percentile) was calculated. Demographic characteristics, TV viewing behaviours and physical activity data were collected from parents during face-to-face interviews and a 3d dietary record was completed.SubjectChildren (n607) aged 6–10 years.ResultsMean (sd) age of children was 8·16 (1·37) years, of whom 9·1 and 8·4 % were overweight and obese, respectively. Children who spent ≥2 h watching TV on weekdays (OR=1·99; 95 % CI 1·09, 3·60) and weekend days (OR=1·86; 95 % CI 1·01, 3·43) had higher odds of being obese, even after adjusting for physical activity. Children who ate breakfast while watching TV had higher odds of being overweightv. those who did not watch TV while eating breakfast (OR=2·70; 95 % CI 1·02, 7·60). There were no associations between TV viewing during other meals (lunch and dinner) and overweight/obesity.ConclusionsTV viewing for ≥2 h daily increases the risk of being obese in Iranian children aged 6–10 years, independent of physical activity. Further, breakfast consumption while watching TV may increase the risk of overweight/obesity, independent of total TV viewing time.

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