scholarly journals Physical Activity of Children with Physical Disabilities: Associations with Environmental and Behavioral Variables at Home and School

2019 ◽  
Vol 16 (8) ◽  
pp. 1394 ◽  
Author(s):  
Cindy Sit ◽  
Ru Li ◽  
Thomas L. McKenzie ◽  
Ester Cerin ◽  
Stephen Wong ◽  
...  
Keyword(s):  
Physical Activity ◽  
Evaluation System ◽  
Physical Disabilities ◽  
Vigorous Physical Activity ◽  
Personal Factors ◽  
Special Schools ◽  
School Settings ◽  
Behavioral Variables ◽  
Home And School ◽  
At Home

The purpose of this study was to examine the physical activity (PA) of children with physical disabilities (PD) and its associated environmental and behavioral factors at home and at school. One hundred and forty-seven Hong Kong children (mean age = 13.5 ± 2.5 years) with PD from three special schools participated. We used BEACHES (Behaviors of Eating and Activity for Children’s Health: Evaluation System) to assess their PA and associated variables at home (before dinner) and during four school settings (before classes, recess, lunch breaks, after classes) on four school days. Overall, the children were typically inactive and spent little time in moderate-to-vigorous physical activity (MVPA), range = 6.3% to 17.0% across settings. At home, children were more active when fathers were present (p < 0.001). At school, prompts to be active contributed to their MVPA% before classes (p < 0.01) and during recess and lunch breaks (both p < 0.001). The presence of a child’s mother was positively associated with MVPA% before classes (p < 0.001) and the presence of other children was associated with MVPA% during recess and lunch breaks (both p < 0.05). With children with PD accruing small amounts of MVPA in both home and school settings, multifaceted interventions reflecting both contextual and personal factors should be considered in order to increase the health-enhancing PA of this population.

Physical Activity Levels among Children with Physical Disabilities in Home and School Settings

2017 ◽  
Vol 49 (5S) ◽  
pp. 71-72
Author(s):  
Ru Li ◽  
Cindy H. P. Sit ◽  
Jane J. Yu ◽  
Raymond K. W. Sum ◽  
Kenneth C. Cheng ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Disabilities ◽  
Activity Levels ◽  
School Settings ◽  
Physical Activity Levels ◽  
Home And School

scholarly journals COVID-19 and home confinement: data on physical activity

2021 ◽  
Vol 38 (1) ◽  
pp. 36-40
Author(s):  
J Fernández-Rio ◽  
JA Cecchini ◽  
A Méndez-Giménez ◽  
A Carriedo
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
World Health ◽  
Moderate Physical Activity ◽  
Personal Factors ◽  
Anthropometric Parameters ◽  
Insufficient Physical Activity ◽  
On Line ◽  
Health Organization ◽  
At Home

In March 14th 2020, the Spanish Government declared the “State of Emergency” due to the pandemic caused by the COVID-19 and all the population was forced to “shelter-at-home” for two weeks. Citizens had less than 24 hours to prepare for the selfquarantine. The goal of the present was to assess Spanish citizens’ physical activity practice at the end of the first week of the home quarantine. A total of 1858 Spanish citizens, 674 males and 1184 females (M = 40.18, SD = 15.84 years) agreed to participate. The study is descriptive in nature, based on an on-line questionnaire conducted seven days after the mandatory shelter-at-home health order issued by the Spanish Government. It included The International Physical Activity Questionnaire, Anthropometric parameters, Sociometric and COVID-19 information. Global results showed that the vast majority of the confined population was below the World Health Organization recommendations on Vigorous Physical Activity, Moderate Physical Activity or a combination. Physical activity practice was dependent on personal factors such as gender, age or weight, but also on contextual factors such as living with a dependent person or the type of house (square meters, having a balcony or a backyard). Insufficient physical activity has been considered a prominent risk factor for non-communicable diseases, mental health and, consequently, quality of life. Mandatory shelter-at home orders like the ones issued due to COVID-19 could be repeated in the future. National authorities should consider the findings from the present study to prevent citizens from putting their health at jeopardy while in confinement.

scholarly journals Comparison of Selected Parameters of Physical Activity at School and at Home in Children Aged 12 in Rural Areas in Poland

2018 ◽  
Vol 25 (3) ◽  
pp. 29-34
Author(s):  
Jarosław Herbert ◽  
Krzysztof Warchoł ◽  
Krzysztof Przednowek ◽  
Renata Grzywacz
Keyword(s):  
Physical Activity ◽  
Rural Areas ◽  
School Environment ◽  
Leisure Time ◽  
Vigorous Physical Activity ◽  
Young Generation ◽  
School Time ◽  
Educational Programmes ◽  
Sport And Recreation ◽  
At Home

Abstract Introduction. In recent years, research studies have demonstrated a significant decrease in physical activity (PA) amongst young people. Most of the young generation participate in sport and recreation too rarely, and they devote too much time to passive leisure. Diagnoses of physical activity at different stages of our lives, with particular emphasis on children and adolescents, are increasingly indicating that along with age, the level of physical activity, especially during leisure time, is decreasing. Material and methods. The aim of the study is to compare selected parameters of physical activity on a single day among students aged 12 and to determine how these parameters differ at school and at home. The study was conducted using an ActiGraph WGT3X accelerometer on a group of 100 students (50 girls and 50 boys) in a rural area of southern Poland. Results. The analysis showed that for parameters such as vigorous activity, total moderate-to-vigorous physical activity (MVPA), and step count, the observed difference between the time spent at school and outside of school was statistically significant (p < 0.05). All of these parameters were characterised by a higher level during school time. On the basis of the analyses performed, it was concluded that the school environment contributes to increasing youth’s physical activity. Effective educational programmes promoting physical activity in different forms should be addressed to youth as well as to parents (custodians), who are responsible for the physical development of their children.

scholarly journals Accelerometer-Assessed Physical Activity and Sedentary Time at School for Children with Disabilities: Seasonal Variation

2019 ◽  
Vol 16 (17) ◽  
pp. 3163 ◽  
Author(s):  
Cindy H.P. Sit ◽  
Wendy Y. Huang ◽  
Jane J. Yu ◽  
Thomas L. McKenzie
Keyword(s):  
Physical Activity ◽  
Seasonal Variation ◽  
Summer School ◽  
Children With Disabilities ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Hearing Impairments ◽  
Special Schools ◽  
Physically Active ◽  
School Day

Schools are salient locations for children with disabilities to accrue physical activity (PA) and to diminish sedentary time (ST). We examined seasonal variation in accelerometer-assessed PA and ST among children with disabilities during the school day in three school settings (physical education (PE) lessons, recess and lunchtime). Children (n = 270) from 13 special schools for those with five disability types (visual impairments, hearing impairments, physical disabilities, intellectual disabilities (ID), and social development problems) participated. Their PA and ST were assessed during three winter and three summer school days using accelerometry. Linear mixed models were performed to determine seasonal variation in the proportion of time they spent in moderate-to-vigorous physical activity (MVPA) and ST in the three settings. On average, the children spent 4.5% (18.6 min) and 4.0% (15.6 min) in MVPA at school during winter and summer days, respectively. They were more physically active during winter (especially during recess and lunchtime), but there were no seasonal differences for ST. Thus, children’s year-round engagement in PA needs to be promoted, especially during summer.

scholarly journals Children’s Objective Physical Activity by Location: Why the Neighborhood Matters

2013 ◽  
Vol 25 (3) ◽  
pp. 468-486 ◽  
Author(s):  
Stephanie Kneeshaw-Price ◽  
Brian Saelens ◽  
James Sallis ◽  
Karen Glanz ◽  
Lawrence Frank ◽  
...  
Keyword(s):  
Physical Activity ◽  
Demographic Factors ◽  
Total Physical Activity ◽  
Accelerometer Data ◽  
Physically Active ◽  
Home And School ◽  
Activity Location ◽  
At Home

Knowledge of where children are active may lead to more informed policies about how and where to intervene and improve physical activity. This study examined where children aged 6–11 were physically active using time-stamped accelerometer data and parent-reported place logs and assessed the association of physical-activity location variation with demographic factors. Children spent most time and did most physical activity at home and school. Although neighborhood time was limited, this time was more proportionally active than time in other locations (e.g., active 42.1% of time in neighborhood vs. 18.1% of time at home). Children with any neighborhood-based physical activity had higher average total physical activity. Policies and environments that encourage children to spend time outdoors in their neighborhoods could result in higher overall physical activity.

Involving Parents in Improving Children's Learning at School: Policy Issues for Behavioural Research

1992 ◽  
Vol 9 (3) ◽  
pp. 178-185 ◽  
Author(s):  
Ted Glynn ◽  
Rachel Fairweather ◽  
Steven Donald
Keyword(s):  
School Policy ◽  
Educational Inequalities ◽  
Policy Issues ◽  
School Settings ◽  
Children’S Learning ◽  
Behavioural Research ◽  
School Issues ◽  
Home And School ◽  
Children's Learning ◽  
At Home

This paper examines some of the policy issues arising from behavioural approaches to involving parents in improving their children's learning at school. Issues raised include (a) the researcher's role in establishing equitable partnerships between parents and teachers, (b) reducing educational inequalities, and (c) designing research to examine generalisation of children's learning across home and school settings, and the effects of implementing components of intervention at home and at school. The paper discusses particular challenges for applied behavioural research presented by each of these issues.

scholarly journals Understanding physical activity and sedentary behaviour among preschool-aged children in Singapore: a mixed-methods approach

BMJ Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. e030606
Author(s):  
Bozhi Chen ◽  
Clarice N Waters ◽  
Thomas Compier ◽  
Leonie Uijtdewilligen ◽  
Nicholas A Petrunoff ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Sedentary Behaviour ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Active Play ◽  
Mixed Methods Approach ◽  
School Settings ◽  
Out Of School ◽  
Preschool Aged Children

ObjectivesThis study investigated physical activity (PA) and sedentary behaviour (SB) among preschool-aged children in Singapore and potential correlates at multiple levels of the socioecological model from in-school and out-of-school settings.DesignA cross-sectional study using a mixed-methods approach.ParticipantsParent–child dyads from six preschools in Singapore.MethodsPA and SB of children (n=72) were quantified using wrist-worn accelerometers for seven consecutive days. Three focus group discussions (FGDs) among 12 teachers explored diverse influences on children’s activities, and System for Observing Play and Leisure Activity in Youth (SOPLAY) assessed PA environment and children’s activity levels at preschools. Seventy-three parents completed questionnaires on home and neighbourhood factors influencing children’s PA and SB. Descriptive analyses of quantitative data and thematic analysis of FGDs were performed.ResultsBased on accelerometry, children (4.4±1.1 years) spent a median of 7.8 (IQR 6.4–9.0) hours/day in SB, and 0.5 (0.3–0.8) hours/day in moderate-to-vigorous physical activity (MVPA). MVPA was similar throughout the week, and SB was slightly higher on non-school days. In preschools, SOPLAY showed more children engaging in MVPA outdoors (34.0%) than indoors (7.7%), and absence of portable active play equipment. FGDs revealed issues that could restrict active time at preschool, including academic requirements of the central curriculum and its local implementation. The teachers had varying knowledge about PA guidelines and perceived that the children were sufficiently active. In out-of-school settings, parents reported that their children rarely used outdoor facilities for active play and spent little time in active travel. Few children (23.5%) participated in extracurricular sports, but most (94.5%) reported watching screens for 1.5 (0.5–3.0) hours/day.ConclusionMVPA was low and SB was high in preschool-aged children in an urban Asian setting. We identified diverse in-school and out-of-school correlates of PA and SB that should be taken into account in health promotion strategies.

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