Promoting physical activity in children and youth: a leadership role for schools: a scientific statement from the American Heart Association Council on Nutrition, Physical Activity, and Metabolism (Physical Activity Committee) in collaboration with the Councils on Cardiovascular Disease in the Young and Cardiovascular Nursing

Enhancing University Students' Motivation in Basketball Courses through Tactical Games Model

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students

BACKGROUND

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools.

METHODS

The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews.

RESULTS

Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges.

CONCLUSIONS

This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

Fostering emotional well-being in adolescents: the role of physical activity, emotional intelligence, and interpersonal forgiveness

Introduction

Adolescence is considered a stress-sensitive developmental period, and the escalating and sustained pressure during this phase poses a significant threat to the mental and physical well-being of adolescents. Therefore, enhancing positive emotions in adolescents is crucial. This study aims to investigate the impact of physical activity on the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents.

Methods

Using a cluster sampling method, data were collected from 500 adolescents in four schools across the Xiangxi Tujia and Miao Autonomous Prefecture of Hunan Province, China. A total of 428 valid questionnaires were collected and analyzed. The study employed AMOS v.23 to construct a structural equation model to validate the hypotheses.

Results

The results indicate that physical activity significantly influences the emotional intelligence, interpersonal forgiveness, and positive emotions of adolescents. Furthermore, emotional intelligence and interpersonal forgiveness mediate the relationship between physical activity and positive emotions.

Discussion

Based on these findings, collaborative efforts from government agencies, schools, and families are essential to provide robust support for adolescents' participation in physical activity, encouraging more adolescents to actively engage in sports.

Human-centered participatory co-design with children and adults for a prototype lifestyle intervention and implementation strategy in a rural middle school

PURPOSE

The significance of regular physical activity (PA) in reducing cardiovascular disease (CVD) risk is widely acknowledged. However, children in rural areas encounter specific barriers to PA compared to their urban counterparts. This study employs human-centered participatory co-design, involving community stakeholders in developing a multi-level PA intervention named Hoosier Sport. The primary hypothesis is the co-design sessions leading to the development of a testable intervention protocol.

METHODS

Two co-design teams, each consisting of six children and six adults, were formed using human-centered participatory co-design facilitated by research faculty and graduate students. The process involved five co-design sessions addressing problem identification, solution generation, solution evaluation, operationalization, and prototype evaluation. Thematic analysis was employed to identify key themes and intervention components.

RESULTS

Child co-designers (n = 6) ranged from 6th to 8th grade, averaging 12.6 years (SD = 1.8), while adult co-designers (n = 6) averaged 43.3 years (SD = 8.08). Thematic analysis revealed children emphasizing autonomy, the freedom to choose physical and non-physical activities, and the importance of building peer relationships during PA. Adult interviews echoed the importance of autonomy and choice in activities, with a focus on relatedness through positive role modeling.

CONCLUSION

The prototype intervention and implementation strategies developed constitute a testable intervention aligned with Phase 1 of the ORBIT model. This testable prototype lays the groundwork for a collaborative campus-community partnership between the university and the local community, ensuring mutual benefits and sustainable impact.

The availability between recreational facilities and physical activity of US adolescents

Determining the locations where adolescents tend to accumulate greater amounts of physical activity may assist policymakers to address the built environment design and promote PA. This study evaluated the association between the availability of recreational facilities and average minutes of moderate to vigorous physical activity (MVPA) per day of US adolescents in 2017 (n = 1,437). Data for this cross-sectional study were obtained from the 2017 Family Life, Activity, Sun, Health, and Eating study, an internet-based study collecting information on diet and PA of parent and adolescent dyads. Adolescents aged 12-17 from the US were included. Predicted daily minutes of MVPA were calculated. The exposure variables of interest were the availability of school recreational facilities, indoor recreational facilities, playing fields, bike/hiking/walking trails or paths or public parks. Participants were excluded if no information was provided for MVPA or availability of recreational facilities. Unadjusted and adjusted linear regression analysis was used to calculate mean daily minutes of MVPA and their corresponding 95 % confidence intervals. In fully adjusted models, we found statistically significant associations between the type of recreational facility and differences in daily minutes of MVPA for school (p-value < 0.001) and public parks p-value < 0.001), but not for the other recreational facilities. The average daily minutes of MVPA differed by 4.4 min (95 % CI 2.6, 6.2) if participants had school recreational facilities, respectively. School recreational facilities are important for engaging adolescents in PA objectives. Features within school recreational facilities should be studied to further investigate contributions to increased PA levels.

A natural experiment to assess recess frequency on children's physical activity in Arizona (U.S.) elementary schools

BACKGROUND

In the United States, the number of state policies mandating recess in schools has rapidly increased over the past decade; however, few policies specify recess frequency. Informed by an ecological model of physical activity (PA) policy, this study examined and compared total amounts and intensity of PA expended during recess among children attending schools in compliance with Arizona recess policy ARS§ 15-118 mandating 2 + daily recess periods versus not.

METHODS

PA during recess was measured among grade three children (ages 8-10) in four randomly selected elementary schools (two complying averaging 30 daily recess minutes; two non-complying averaging 15 daily recess minutes) in Maricopa County, Arizona. Group-level PA was assessed by direct observation using the System for Observing Play and Leisure (137 observations). A subset of students (N = 134) from all schools wore ActiGraph GT3X + devices during recess to measure individual PA. General linear mixed effects models were used to analyze the impact of recess frequency on group and individual PA during recess.

RESULTS

Students attending complying schools spent significantly greater proportions of time in moderate-to-vigorous PA (MVPA) based on direct observation (5%) and accelerometry (15%) and less time being sedentary based on accelerometry (14%) during recess. Across the school day, this would equate to 5.1 more MVPA minutes based on systematic direct observation and 9.5 more MVPA minutes based on accelerometry, and 4.1 less minutes being sedentary based on accelerometry if students received two daily 15-minute recess periods compared to one.

CONCLUSIONS

Students attending elementary schools implementing 2 + recesses, in accordance with state policy, demonstrated greater MVPA and less sedentary time, providing preliminary evidence that recess frequency is associated with greater PA intensity among children during recess. Schools that adhere to state-level PA policies may provide a more supportive environment for PA, resulting in increased movement among students. Specifying recess frequency should be considered in statewide recess policy.

Success and Challenges of Community Bicycle Advocacy Organizations in Reaching Underserved Populations

INTRODUCTION

Bicycling, as forms of recreation and travel, offers many positive physical and mental health benefits, though there are still many disparities in bicycling rates among underserved populations in the United States. Community bicycling advocacy organizations/coalitions promote and advocate for increased bicycling; however, have been shown to have a lack of organizational capacity for equitable programming to diverse populations (racial/ethnic minorities, women, low-income, LGBTQ+ communities, youth). The purpose of this study was to understand the current practices for providing underserved populations bicycling programming among advocacy organizations and to find major barriers and helpful tools for equitable programming.

METHODS

This was conducted in a volunteer sample of U.S. bicycle advocacy organizations. An interview (n = 23) assessed organizational function, successful programs, and barriers to reaching underserved populations.

RESULTS

Several themes emerged from the interviews. Participants stated that the lack of organizational leadership and member diversity, along with a lack of trust with underserved communities, presented major barriers to providing equitable programming. Partnering with other community organizations that place an emphasis on serving diverse populations was noted to have potential for increasing successful programming by allocating resources and connections.

CONCLUSION

Although barriers exist for bicycle advocacy organizations when attempting to reach underserved and diverse populations, groups should focus on creating successful and diverse partnerships to increase the capacity for providing equitable programming.

Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study

Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.

The (cognitive) future of motor control and learning

An ongoing debate exists regarding the compatibility of dynamic systems theory (DST) and symbol processing accounts (SPA), where SPA assume abstract representations and processing. Another aspect under discussion is if either one appropriately describes and explains motor control and the modification of motor skills. Both frameworks have their strengths and weaknesses. DST provides mechanistic explanations and takes system complexity and the environment into account without reference to mental entities. System behaviour is described mathematically and considered deterministic. In contrast, SPA propose that abstract content, that is, mental representations of the (own) body, and task requirements are critically important for movement control. It is argued that neither approach nor an (unaccomplished) unification of these frameworks can achieve a comprehensive understanding of motor control and learning. In this perspective article, it is argued that further effective sources of motor learning, such as emotional support and motivational guidance, have the potential to improve and preserve motor skills indirectly and should, thus, be recognised. Qualitative approaches focussing on understanding the athlete and the situation might be appropriate for applied work.

Effect of Applying Best Practices for Physical Activity and Screen Time to Family Childcare Homes

INTRODUCTION

Early childcare has been identified as an influential setting for children's physical activity. Our objective was to determine whether children aged 2 to 5 years had more accelerometer-measured minutes of physical activity when caregivers in their family childcare home (FCCH) adhered to best practices for physical activity and screen time.

METHODS

We analyzed baseline 2-day observation data collected by using the Environment and Policy Assessment and Observation measure from a cluster-randomized trial. Multilevel linear regression models assessed the association between caregivers' meeting best practices for physical activity and screen time and children's time spent sedentary or in moderate-to-vigorous physical activity (MVPA).

RESULTS

All FCCH caregivers (N = 120) in our study were female, and 67.5% were Hispanic. Participating children (N = 349) were 52.1% female and 57.4% Hispanic. A higher score among caregivers for physical activity best practices was associated with more MVPA (B = 0.79; 95% CI, 0.02 to 1.56; P = .04) for children and less sedentary time (B = -2.07; 95% CI, -3.94 to -0.19; P = .04). A higher caregiver score for screen time best practices was associated with less sedentary time (B = -2.07; 95% CI, -3.94 to -0.19; P = .04) and more MVPA time (B = 0.65; 95% CI, 0.03 to .27; P = .04). Children in homes where caregivers offered them 60 minutes or more of outdoor play and participated in outdoor physical activity had more MVPA and less sedentary time. We found no association between various screen-time best practices and children's sedentary time.

DISCUSSION

Children with caregivers who used more best practices for physical activity and screen time had higher activity levels and spent less time sedentary. These findings could help policy makers and people caring for young children modify existing policies and develop programs to help early childhood caregivers implement best practices to promote children's physical activity.

Beden Eğitimi ve Spor Dersine Yönelik Tutumlar Üzerine Yapılan Lisansüstü Tezlerin Bibliyometrik Analizi

Bu çalışmanın amacı, beden eğitimi ve spor dersine yönelik tutumlar üzerine gerçekleştirilen lisansüstü tezlerin bibliyometrik analiz yöntemiyle incelenmesidir. Araştırmada, YÖK Ulusal Tez Merkezi veri tabanında “beden eğitimi”, “ders” ve “tutum” anahtar kelimelerinin tez adında yer aldığı yayınlanmış 16 doktora ve 112 yüksek lisans tezi incelenmiştir. Tezler, yayınlandığı “üniversite, enstitü, ana bilim dalı, yıl, yazar cinsiyeti, danışman unvanı, araştırma yaklaşımı ve modeli, araştırmada kullanılan veri ölçüm aracı, analiz yöntemi, örneklem grubu, örneklem sayısı, örneklem ili” gibi değişkenlere göre incelenmiş ve elde edilen bulgular tablolaştırılarak sunulmuştur. Verilerin istatistiksel analizleri SPSS 26 programı kullanılarak yapılmıştır. Ayrıca “üniversite, veri analiz yöntemi ve örneklem ili” değişkenlerinin yoğunluk haritaları VOSviewer programı ile görselleştirilmiştir. Araştırma sonuçlarına göre tezlerin daha çok nicel yöntemlerle tasarlandığı, karma yöntemlerin oldukça az olduğu ve yalnızca nitel yaklaşımla hazırlanan tezin bulunmadığı tespit edilmiştir. Bunun yanında en fazla tezin Gazi Üniversitesi bünyesinde yazıldığı, yüksek lisans tezlerinin doktora tezlerinden sayıca fazla olduğu görülmüştür.

School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation

OBJECTIVE

Physical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation.

METHODS

A concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed.

RESULTS

Each factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings.

CONCLUSIONS

Eight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

School-Based TGfU Volleyball Intervention Improves Physical Fitness and Body Composition in Primary School Students: A Cluster-Randomized Trial

This study aimed to explore whether a 16-week Teaching Games for Understanding (TGfU) volleyball intervention could improve primary school students' physical fitness and body composition. Eighty-eight primary school students (age 13.3 ± 0.3 years) were randomized to a TGfU volleyball intervention group (VG) or a control group (CG). The CG attended three regular physical education (PE) classes per week, while the VG attended two regular PE classes and a TGfU volleyball intervention that was implemented in the third PE class. Body composition components (body weight, body mass index, skinfold thickness, body fat percentage, and muscle mass percentage) and physical fitness (flexibility, vertical jumps (squat and countermovement jump-SJ/CMJ), 30 m sprint, agility, and cardiorespiratory fitness) assessments were performed pre-and post-intervention period. Significant interaction effects between VG and CG and pre- and post-test were found for the sum of five skinfolds (p < 0.0005, ŋp² = 0.168), body fat % (p < 0.0005, ŋp² = 0.200), muscle mass % (p < 0.0005, ŋp² = 0.247), SJ (p = 0.002, ŋp² = 0.103), CMJ (p = 0.001, ŋp² = 0.120), 30 m sprint (p = 0.019, ŋp² = 0.062), agility T-test (p < 0.0005, ŋp² = 0.238), and VO_2max (p < 0.0005, ŋp² = 0.253). Further examination revealed a greater improvement among VG students compared to CG students in certain body composition and physical fitness outcomes. Implementing a TGfU volleyball intervention in the physical education curriculum appears to have effective stimuli for reducing adiposity and promoting physical fitness levels in seventh-grade primary school students.

Physical Education for Health Among School-Aged Children and Adolescents: A Scoping Review of Reviews

BACKGROUND

Physical education (PE) classes in schools are considered relevant to implement interventions, especially focused on physical activity. However, evidence overviews on how PE classes contribute to general health (physical, social, affective, and cognitive domains) are still needed. Thus, we summarized evidence synthesis (eg, systematic reviews) that addressed the contribution of PE classes to the health of school-aged children and adolescents.

METHODS

We performed a scoping review with searches in 8 databases and institutional websites to find systematic reviews or meta-analyses that answered this review's research question. Data charting form included the identification of the study, health outcomes, and PE classes' strategies (policies and environment, curriculum, appropriate instructions, and evaluation). An interactive process was performed to build the evidence summary.

RESULTS

An initial search yielded 2264 titles, and 49 systematic reviews (including 11 with meta-analysis) were included in this review. Most documents reported the main benefits of PE classes on physical domain outcomes (eg, physical activity, cardiorespiratory fitness, body mass index, and fundamental motor skills). However, evidence on the benefits of PE classes in affective (eg, enjoyment, motivation, and autonomy); social (eg, cooperation, problem-solving, and making friends); and cognitive (eg, memory, attention, concentration, and decision making) domains were found. Strategies on PE classes for health benefits were highlighted.

CONCLUSIONS

These elements were detailed in the evidence summary, which may be considered to guide researchers, teachers, and practitioners to define research and practice priorities on PE class interventions for health in the school context.

Physical Fitness and Body Composition of Youth Referees in Invasion Games

Background: Referees’ activity can be an instrument for training students with an impact on health-related physical fitness (PF). This study aimed to investigate the differences in PF and body composition between students without sports practice (G1), students with regular sports practice (G2), and student referees in team invasion games (G3). Methods: This study followed a cross-sectional design. The sample comprised 45 male students between 14 and 20 years old (16.40 ± 1.85). Three groups (G1, G2, and G3) of 15 participants each were selected. PF was assessed by a 20 m shuttle run, change-of-direction test, and standing long jump. Body composition was determined by body mass index (BMI; kg/m2) and the percentage of body fat (%BF) predicted by skinfold. Results: After controlling for age as a covariate, the block of variables used to characterize PF was statistically different between sports practice groups favoring student referees (p < 0.001; r = 0.26). Similar results were achieved for body composition (i.e., BMI and %BF) (p < 0.001; r = 0.17). However, when the dependent variables were evaluated separately, there were only differences between groups in %BF (p = 0.007; r = 0.21). Student referees had statistically significantly lower values than the remaining groups. Conclusion: Refereeing activity benefits PF related to health and performance, including body composition. This study confirms the benefits related to health in children and adolescents who are involved in refereeing activity.

Have States Reduced Obesity by Legislating More Physical Activity in Elementary School?

Policy Points Between 1998 and 2016, 24 states and the District of Columbia passed laws meant to increase the time that children spent in physical education (PE) or other school-based physical activity (PA). Schools largely disregarded changes to PE/PA laws, which did not increase the time that children spent in PE or recess and did not reduce body mass index, overweight, or obesity. Closer oversight of schools would be needed to improve compliance with state PE and PA laws. Yet, even with better compliance, we estimate that PE and PA policies would be inadequate to reverse the obesity epidemic. Policies should also address consumption, both inside and outside of school.

CONTEXT

To control childhood obesity, leading medical organizations have recommended increasing the time that children spend in physical education (PE) and other school-based physical activity (PA). Yet, it is unknown how many states have passed laws that codify these recommendations, and it is unknown what effect changing state laws has had on obesity or the time that children actually spent in PE and PA.

METHODS

We joined state laws to national samples of 13,920 children from two different cohorts of elementary students. One cohort attended kindergarten in 1998; the other attended kindergarten in 2010; both cohorts were followed from kindergarten through fifth grade. We estimated the effects of changes to state laws in a regression with state and year fixed effects.

FINDINGS

Twenty-four states and the District of Columbia increased the time that children were recommended or required to spend in PE or PA. These changes in state policies did not increase actual time spent in PE or recess, did not affect average body mass index (BMI) or BMI Z score, and did not affect the prevalence of overweight or obesity.

CONCLUSION

Increasing the PE or PA time required or recommended by state laws has not slowed the obesity epidemic. Many schools have failed to comply with state laws. A back-of-the-envelope calculation suggests that, even with better compliance, the legislated changes in PE laws might not have changed energy balance enough to reduce obesity prevalence.

Cross-Sectional Analysis of Family Factors Associated with Lifestyle Habits in a Sample of Italian Primary School Children: The I-MOVE Project

The acquisition of healthy dietary and exercise habits during childhood is essential for maintaining these behaviors during adulthood. In early childhood, parents have a profound influence on a child's lifestyle pursuits, serving as both role models and decision-makers. The present study examines family factors as potential contributors to healthy lifestyle habits and their child's overall diet quality among a sample of primary school children. A secondary aim is to evaluate several aspects of diet quality using the Mediterranean adaptation of the Diet Quality Index-International (DQI-I). This cross-sectional study involved 106 children enrolled in a primary school located in Imola, Italy. Data were collected from October to December 2019 using an interactive tool used to assess parent characteristics, children's lifestyle, food frequency (ZOOM-8 questionnaire), and actigraph accelerometers to capture children's physical activity and sedentary behavior. Adherence to the Mediterranean Diet (expressed by KIDMED Index) was positively associated with fathers' educational level, parental sport participation, and the parent's overall nutritional knowledge. Higher mothers' educational level was inversely associated with children's leisure screen time. Parents' nutritional knowledge was positively related to children's average daily minutes of organized sport activities. The better score for DQI-I was for consumption adequacy, followed by variety and moderation. The lowest score was for overall balance. The present study reinforces the importance of family factors in young children's lifestyle choices, particularly their dietary, leisure time, and exercise habits.

Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity

Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers' intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA (p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers' perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.

The Impact of Non-Physical Education Teachers' Perceptions on the Promotion of Active and Healthy Lifestyles: A Cross-Sectional Qualitative Study

(1) Background: In accordance with the socio-ecological model of physical education (PE), school-based interventions to promote physical activity (PA) will only be successful if a change occurs in the perceptions and attitudes of all. This study sought to analyze non-PE teachers experiences in PE and how these experiences relate to the value they attribute to PE, sports and PA, and the impact of teachers' perceptions on promoting active lifestyles in the school's context. A mixed-method study was adopted. (2) Methods: A survey about the perceptions in PE was applied to 297 teachers (58 male). From this sample, 24 teachers were selected for three focus groups considering their experiences in PE (e.g., good experiences, bad experiences). MaxQda was used for the inductive qualitative data analysis. (3) Results: Teachers who have had good experiences in PE value the role of PE and sports. Teachers who have had bad experiences do not value the importance of PE or sports. (4) Conclusions: The results support the importance of having good experiences in PE to generate positive attitudes. Thus, teachers who have had bad experiences in PE may constitute barriers that will hinder the promotion of an educational climate that promotes PA and active lifestyles in schools.

Wearable Artificial Intelligence for Assessing Physical Activity in High School Children

Eighty one percent of adolescents aged 11–17 years are inadequately physically active worldwide. Physical activity (PA) recommendations for high school children have not been studied previously in schools in the Qatar region. The objectives of the study were: (i) to assess the level of compliance of the recommended PA and to assess if there are any gender differences; and (ii) to analyze the recommended step count compliance during school and non-school days. An observational cross-sectional study was conducted. Twenty-nine children (12 boys and 17 girls) aged 13–17 years (15.24 ± 1.46) took part in this study. Participants wore Fitbit Charge 5 wrist bands for three weeks to collect various digital biomarkers including moderate-to-vigorous physical activity (MVPA) and step counts (tracking during out-of-school time and school time). Based on this study, high school children in the two Qatar region schools did not meet the MVPA and steps/day recommendation by the established agencies: 38% of the total study group met the recommended 60 min/day of activity (50% boys, 29% girls). Gender differences were also observed in PA levels and steps per day: for non-school days, 17% met the recommended 10,000 steps/day (25% boys, 12% girls). There was a pattern of greater PA performance and steps during the weekdays as opposed to the weekend, but these values showed no robust evidence in favor of H1 or statistical significance for step counts. However, the evidence was robust in favor of H1 (difference between weekend and weekday) due to a statistically significant difference for meeting the 60 min/day activity. While further studies are required to establish if this is a general trend in Qatari schools, this pilot study does highlight the need to design more effective programs and messaging strategies to improve PA levels in the high school population.

Models of school recess for combatting overweight in the United States

Objectives

The aim of the study was to quantify and compare potential energy expenditure associated with school recess in the U.S. based on four scenarios: professional recommendations and state policies for the conduct of recess, previous studies that measured physical activity intensity during recess (i.e., reality), and no daily recess.

Methods

Estimated energy expenditure (kcal) was modeled using secondary data over six years of elementary school for boys and girls using a standard formula: Intensity × duration × frequency × mass .

Results

Boys and girls would expend similar energy under the professional recommendation (boys, 69,146 kcal; girls, 63,993 kcal) and state policy (boys, 69,532 kcal; girls, 64,351 kcal) scenarios. These values are significantly greater than a no recess scenario (boys, 26,974 kcal; girls, 24,821 kcal). The greatest energy expenditure was found for the reality scenario, based on actual studies that measured physical activity intensity (boys, 82,208 kcal; girls, 75,628 kcal).

Conclusions

Professional recommendations and state policies for recess duration may be overly conservative and recommendations for percentage of MVPA may be overly liberal compared to the reality of energy expended during recess. Both potential and real estimates dwarf a scenario of withholding recess (i.e., no recess), which is discouraged in only six state policies. Mandated reporting with "groundtruthing" is needed to determine true recess frequency/duration and state policy compliance.

Body Composition and Physical Fitness in Madeira Youth

BACKGROUND

Research on composition and physical fitness is lacking in school-aged children from Madeira. This study aimed to examine the frequencies of overweight and obese participants and, in addition, to compare the fitness levels of Madeira youth with reference data.

METHODS

The sample comprised 521 participants (n = 258 boys; n = 263 girls) aged 10.0-18.9 years old.

METHODS

Height and weight were measured. Body mass index (BMI) was calculated, and percent fat was derived from skinfolds. Tests detailed on FITESCOLA battery were performed. BMI was plotted against U.S. reference data and physical assessment contrasted with the cut-off points of FITESCOLA protocol and corresponding data developed in Portuguese youth.

RESULTS

The percentages of overweight and obesity were 15% (overweight) and 14% (obesity) for boys and 16% (overweight) and 6% (obesity) for girls. The median values of fat mass percentage were closely related to the cut-off standards; however, substantial variation was noted. Boys and girls tended to be below the recommendations of cardiorespiratory fitness.

CONCLUSIONS

Sport participation should be promoted in Madeira to attain acceptable values of body composition and physical fitness levels.

Age- and Sex-Specific Physical Fitness Reference and Association with Body Mass Index in Hong Kong Chinese Schoolchildren

There is lacking a population-based study on the fitness level of Hong Kong schoolchildren, and it seems that increasing childhood obesity prevalence has shifted the classification of healthy fitness, with 'underfit' as normal. This cross-sectional territory study aimed to develop an age- and sex-specific physical fitness reference using a representative sample of children aged 6-17 and to determine the associations with body mass index in schoolchildren. The study analyzed Hong Kong School Physical Fitness Award Scheme data covering grade 1 to grade 12 students' physical fitness and anthropometric measurements from 2017 to 2018. This reference was established without the impact due to COVID-19. Four aspects of physical fitness tests were measured using a standardized protocol, including (i) upper limb muscle strength, (ii) one-minute sit-up, (iii) sit-and-reach, and (iv) endurance run tests. The generalized additive model for location, scale, and shape was used to construct the reference charts. A Mann-Whitney U test was used to compare the mean differences in age, weight, and height, and a Pearson's chi-square test was used to examine the distributions of sex groups. A Kruskal-Wallis test was used to compare the group differences in BMI status, followed by the Dunn test for pairwise comparisons. A 5% level of significance was regarded as statistically significant. Data of 119,693 students before the COVID-19 pandemic were included in the analysis. The association between physical fitness level and BMI status varied depending on the test used, and there were significant differences in fitness test scores among BMI groups. The mean test scores of the obese group were lower in most of the tests for both boys and girls, except for handgrip strength. The underweight group outperformed the obese group in push-ups, one-minute sit-ups, and endurance run tests, but not in handgrip strength. In conclusion, a sex- and age-specific physical fitness reference value for Hong Kong Chinese children aged 6 to 17 years old is established, and this study demonstrated a nonlinear relationship between BMI status and physical fitness. The reference will help to identify children with poor physical fitness to offer support and guidance on exercise training. It also serves as a baseline for assessing the impact of the COVID-19 pandemic on Hong Kong students' physical fitness.

Shifts in Self-Reported Physical Activity, Sedentary Behavior, and Play Among Lower-Socioeconomic Children During the COVID-19 Pandemic: A Repeated Cross-Sectional Study

PURPOSE

The lack of in-person schooling and participation in structured recreation activities during the COVID-19 pandemic may have altered children's movement behaviors. This study assessed changes in children's self-reported in school and out of school physical activity, sedentary behavior, and play before and during the pandemic.

DESIGN

A repeated cross-sectional online survey was administered in February 2020 (pre-pandemic, in-person) and 2021 (during pandemic, remote).

SETTING

Children attended an urban public school district in Phoenix (AZ) serving a low-income population.

SUBJECTS

Students in grades 4-8 completed the survey in 2020 (n = 253, 62% response rate) and 2021 (n = 261, 77% response rate).

MEASURES

The survey included items from the Youth Activity Profile and three additional questions about play.

ANALYSIS

Differences in mean scores and mean scores by gender were analyzed using one-way and two-way ANOVAs.

RESULTS

Students reported less physical activity during remote recess in 2021 (M = 3.42, SD = .80 v. M = 2.99, SD = .86, p < .05). Physical activity outside of school decreased during the pandemic (M = 2.76, SD = 1.26 v. M = 2.53, SD = 1.18, p < .05). Most students (55%) reported playing less during the pandemic, but playing in new ways (67%).

CONCLUSION

Children may benefit from interventions to counter reduced movement experienced during the pandemic, particularly in under-resourced areas.

Cross-Sectional Association of State Recess Laws With District-Level Policy and School Recess Provision in the United States

BACKGROUND

State recess laws are recommended to encourage adequate and equitable access to recess and its benefits, but the downstream effects of state recess laws are unknown. We examined the association of state recess laws with district-level policy and school recess provision.

METHODS

This is cross-sectional analysis of the School Health Policies and Practices Survey, a US nationally representative sample of school districts (2016) and schools (2014). State-level recess laws were coded as none, recommend, or require recess. Logistic and linear regression were used to examine the association between state law with district policies and school recess provision, respectively. Data from 2000 are presented to highlight changes in recess policy and provision over time.

RESULTS

The odds of a district policy requiring recess were 2.22 and 2.34 times greater when state recess law recommended or required recess, respectively, compared to states with no recess policy. There were no significant differences in school-level recess provision by state recess law but point estimates from 2000 indicated states without a law had the largest declines in recess provision over time.

CONCLUSIONS

State recess laws are positively associated with district-level policy. Effects at the school level are unclear and continued surveillance is needed.

Benefits of Physical Activity on Cardiometabolic Diseases in Obese Children and Adolescents

In the past few decades, obesity in the pediatric population has dramatically increased and is common in many countries. Childhood obesity often causes health problems and increases the risk of cardiometabolic diseases such as type 2 diabetes, nonalcohol fatty liver, and cardiovascular diseases. Obesity in young people has been closely associated with environmental, behavioral, and genetic defects, including the availability of high-energy and sugary food and beverages, sedentary behavior, and hereditary factors. Few drugs are currently available to treat obesity in children and adolescents because it is difficult to demonstrate the safety of these drugs on the growth and development of the youth. Lifestyle modifications, such as diet control and physical exercise, are the primary approaches for preventing and treating childhood obesity. Among them, physical activity is a crucial component. This review summarizes the epidemiology, cardiometabolic risk of obesity, therapeutic strategies, and the benefits of exercise on obesity-related chronic diseases in children and adolescents.

A direct observation tool to measure interactions between shade, nature, and children's physical activity: SOPLAY-SN

BACKGROUND

Most physical activity (PA) during school occurs at recess; however, recess PA may be influenced by children's thermal comfort and interaction with nature, neither of which have concurrently been measured reliably in previous studies. This study tests the reliability of SOPLAY-SN, an adaption of the validated System for Observing Play and Leisure Activity in Youth (SOPLAY) to measure Shade and Nature (SN) alongside PA, and associations between children's PA and interaction with shade and nature during recess to highlight the utility of the tool.

METHODS

Interactions with shade and nature were measured using systematic direct observation at two playgrounds (primary-grade = ages 5-8, upper-grade = ages 9-12) during recess at an elementary school in Phoenix, Arizona (USA). Pairs conducted observations over four warm days (primary = 29-34 °C, upper-grade = 32-36 °C) in May 2021 (N = 179 scans). Intraclass correlation coefficients (ICC) were used to calculate inter-rater reliability. Mean counts, frequencies, and Kendall rank correlation coefficient tests were used to assess relations between PA level and interactions with shade and nature.

RESULTS

Reliability was good for sedentary behavior (ICC = 0.98); light PA (LPA; ICC = 0.80) and moderate-to-vigorous PA (MVPA; ICC = 0.94); shade interaction (ICC = 0.95); and nature interaction (ICC = 0.80) and average agreement was good (86% overall PA, 88% shade, 90% nature). Most (60%) primary-grade children were observed in the shade, with 64% under a covered play structure where children were mainly (47%) sedentary. Of the 11% of primary-grade students observed interacting with nature, 90% occurred in a grass field with trees. Among upper-grade children, 23% were observed in the shade with 53% in grass fields where 48% of play was light. Few (7%) upper-grade children were observed interacting with nature, with most instances (76%) in a grass field with trees. Among primary-grade children, shade was correlated with sedentary behavior (τ_b = 0.63, p < .05); LPA (τ_b = 0.39, p < .05); MVPA (τ_b = 0.56, p < .05); and nature interactions with sedentary behavior (τ_b = 0.16, p < .05). Among upper-grade children, shade was correlated with sedentary behavior (τ_b = 0.27, p < .05) and LPA (τ_b = 0.21, p < .05).

CONCLUSIONS

SOPLAY-SN is a reliable tool for measuring children's interaction with shade and nature and participation in PA. Understanding how shade and nature impact movement during recess can inform playground design for children's health and well-being.

Predicting the Presence of Active Schools: A National Survey of School Principals in the United States

BACKGROUND

Principals are key to the promotion of physical activity (PA) in schools. The purpose of this study was to understand how school principals' PA values, behaviors, and individual and school characteristics were associated with the presence of an active school.

METHODS

A representative sample of 1019 school principals in the United States was surveyed. Survey items addressed principals' values and behaviors associated with PA, individual and school demographic factors, such as years of experience and school level, and a single item asking whether principals perceived their school to be an active school (ie, provides students with opportunities to be physically active before, during, and after the school day). Significant variables from a cross-tabulation and chi-square analysis were added to a hierarchical logistic regression model to assess the predictive properties of principal values and behaviors as they relate to the presence of an active school.

RESULTS

Approximately half of principals (47%) reported having an active school. The model significantly predicted the presence of an active school but accounted for only 6.6% of the total variance. Although values toward PA and more frequent personal PA behaviors were associated with the presence of an active school within the cross-tabulation and chi-square analysis, neither variable emerged as a significant predictor in the regression model.

CONCLUSIONS

Principals' personal PA values and behaviors contribute to the presence of an active school, but other variables, including years of experience and school contextual factors, are more powerful predictors.

Individual- and Environmental- Level Predictors of Recess Activity and Sedentary Behavior: Findings from the I-CAN! study

Introduction/Purpose

Recess represents a prime opportunity for physical activity during the school day. However, evidence is mixed with regard to factors associated with activity during recess.

Methods

Data were collected as a part of the Texas Initiative for Children's Activity and Nutrition (I-CAN!) program from 14 elementary schools and 1,049 4th-grade students. Percent of time in moderate-to-vigorous physical activity (MVPA) and sedentary behavior during recess was measured using GT3X+ accelerometers. Students' demographics, aerobic fitness, and body mass index (BMI) were collected from school records and FITNESSGRAM® data. Aspects of the playground environment supporting activity (e.g. soccer goals) or sedentary behavior (e.g. benches) were calculated following the procedures of the System for Observing Play and Leisure Activity in Youth (SOPLAY), with recess spatial area calculated via the polygon measurement tool in Google™ Earth Pro software. Recess time was collected from school data. Weather during recess was determined using time-stamped archived weather data from Weather Underground. Two-level, linear mixed model regression examined associations between individual- and school-level characteristics and percent time in MVPA.

Results

At the student-level, boys were more active than girls (effect size (ES)=0.50) and percent time in MVPA was directly associated with aerobic fitness (ES=0.35). At the school-level, recess infrastructure was associated with percent time in MVPA (ES=1.45), except for factors related to sedentary behavior, which were indirectly associated with percent time in MVPA (ES=-1.98). Patterns for sedentary behavior mirrored these effects.

Conclusions

This is one of the few studies to test the associations of fitness and sedentary upgrades to play areas with MVPA and sedentary behavior. The results suggest that recess is most likely to support MVPA in boys and those who are already most fit (i.e., those who would not be the target of intervention). This is not surprising because the focus of recess is on free choice of play, and thus recess might be supported more for social and emotional benefits than the impact on physical activity.

A cluster randomized controlled trial of an after-school playground curriculum intervention to improve children's physical, social, and emotional health: study protocol for the PLAYground project

BACKGROUND

The public health benefits of physical activity for children are well known including contributions to metabolic and cardiorespiratory health. Along with physical benefits, engaging in physical activity can support the social and emotional health of youth and promote health and well-being into adulthood. This cluster-randomized controlled trial assesses the impact of an after-school curriculum aimed at improving physically active and inclusive play to promote physical, social, and emotional health. A secondary focus is on the implementation (appropriateness, feasibility, fidelity, sustainability) of the curriculum.

METHODS

The PLAYground (Play and Learning Activities for Youth) project utilizes a social-ecological approach, targeting personal, behavioral, and environmental conditions, and Social Cognitive Theory (SCT) to study how a playground curriculum impacts children's health. All elementary schools with an existing after-school program in a large, public school district in Mesa, Arizona will be eligible to participate. Seven schools will be allocated to the intervention arm in year one using random sampling stratified by school-income. In year two, the seven control schools will receive the intervention. Intervention schools will implement the research-based PlayOn!® playground curriculum to promote active and inclusive play. After-school staff will be trained to teach activities that address social and emotional skills (e.g., conflict resolution) through physical activity. Participating students will be trained as peer leaders to extend the playground activities to the recess setting. This trial will assess between-group differences in physical activity, social and emotional health indicators, and number of health and behavior incidents among students attending intervention schools and control schools. Implementation outcomes will also be assessed among program facilitators at each school site.

DISCUSSION

Enhancement of physical activity opportunities at schools has the potential for high impact and reach due to practicality. Enhancements can also improve quality pedagogy and curricula in after-school settings. Results of this project can inform practical strategies to improve existing after-school programs to prepare leaders (adults and children) to facilitate physical activity, positive social interactions, and emotional well-being.

TRIAL REGISTRATION

ClinicalTrials.gov, NCT ID NCT05470621 , Registered July 22, 2022.

Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)

Purpose

Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools.

Methods

Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data.

Results

No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children’s MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles.

Conclusions

Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

Catch me if you can! How French adolescents seize social occasions and opportunities to be active

BACKGROUND

Following an ecological framework, the aim of this study was to highlight the way adolescents invested their time in opportunities to engage in moderate to vigorous physical activity (MVPA) according to whether they were profiled as more or less active. This study's innovation lies in the analysis of MVPA according to social occasions which are understood as opportunities to be active throughout the day (e.g. home, school, transport).

METHODS

PA data measured by accelerometry (ActiGraph GT3X) for seven consecutive days were compiled, with adolescents' social occasions during the week recorded in a daily digital diary (n = 135). The opportunity ratio of MVPA at each social time is the ratio between time spent in MVPA and the duration of a corresponding social occasion. Following the literature, participants were categorised into three profiles according to their reported amount of MVPA: HEPA active, minimally active and inactive. Non-parametric Wilcoxon signed rank and Kruskal Wallis tests were performed to determine the relative intensity of PA performed at different social occasions, and to investigate whether intensities differed between adolescents with various activity profiles.

RESULTS

Results showed that engagement in MVPA at different social occasions differed according to participant profiles. Mismatch was noticed between the opportunity ratio and the duration of the most and least favorable social occasions for MVPA. For all three profiles, the social occasion "physical education lesson" revealed an opportunity ratio of MVPA (23.6% vs 17.0% vs 13.8%) significantly higher than the overall opportunity ratio of the week (6.9% vs 2.9% vs 1.2%), but of lower duration. Conversely, "home" (5.3% vs 0.0% vs 0.0%) and "school" (outside of PE time) (2.4% vs 0.0% vs 0.0%) represented the two least opportune social occasions for PA in an adolescent's week.

CONCLUSIONS

Rethinking engagement with MVPA in the context of temporal opportunities would allow potential ways to intervene within an educational supervised setting to help young people adopt a physically active lifestyle at the end of the key period of adolescence. These results reinforced the importance of context in interventions for PA promotion, opening for "time education" in people.

Pedagogical Concerns in Sports and Physical Education for Child Growth and Health Promotion

Participation in physical activities plays an important role in and positively influences health and well-being [...]

The Impact of Stand-Biased Desks on Afterschool Physical Activity Behaviors of Elementary School Children

The purpose of this secondary analysis was to assess whether students’ use of stand-biased desks during the school day influenced physical activity (PA) and sedentary behaviors (SB) during the afterschool period. By using a crossover design consisting of two 9-week intervention periods, 99 participants from grades 3, 4, and 6 were randomly assigned by their teacher to either a traditional (Group 1; sit−stand) or stand-biased (Group 2; stand−sit) desk in the classroom. The desk type then switched between intervention periods. Afterschool PA and SB were measured by accelerometry at baseline (fall) and following both intervention periods at post I (winter) and post II (spring). Independent sample t-tests and mixed-effects modeling were applied at a significance value of p < 0.05 to detect differences between groups. No significant differences in afterschool SB, light-intensity PA (LPA), or moderate- to vigorous-intensity PA (MVPA) were found between groups. There were also no significant two- or three-way interaction effects detected between desk assignment, time, and afterschool SB, LPA, or MVPA. Stand-biased desks in the classroom were not detrimental to children’s afterschool PA and SB.

The Contribution of Walking to School in Students' Physical Activity and Its Effect on Being Overweight

Results

The findings of this research showed that being overweight is a concerning issue even in a small-sized and lightly populated city such as Bandar-Turkmen, Iran. Most students (90%) did not perform the required minimum daily activity when commuting to school. Further, overweight could be found even among those students who walked more than one hour to commute to school. The contribution of walking to school to the MVPA of overweight students was found to be low on school days and throughout the year. Counterintuitively, the situation is even worse for nonoverweight students.

Conclusion

The population of overweight students was more active compared to nonoverweight students in general, although they still suffered from excess weight since walking distances were short and not all days were school days. Thus, encouraging students to walk to school is necessary, while it is not sufficient alone as a single measure. Moreover, we recommend that all students should perform extra PA at home, school, or other places, on both school days and all other days of the year.

Off-Hours Facility Use in Public High Schools: Physical Activity Potential vs. Reality

Purpose: Public high school campuses in the United States are generally built with multiple dedicated physical activity facilities from soccer fields to swimming pools. When viewed from a community health standpoint, these campuses hold great potential (if accessible) in providing community members spaces where they can engage in physical activity during non-school hours. Guided by the Social-Ecological Model (SEM) the purpose of this study was to assess access to and use of all physical activity areas on public high school campuses during non-school hours on weekdays and weekend days. Method: Direct observation using the SOPARC instrument was used to assess 19 public high schools across four districts in the Western U.S., by completing 3959 physical activity area sweeps. Results: Facilities were accessible about half of the time (53.4%), but empty 91% of the time. Public high school campuses are an underused resource for community physical activity during non-school hours. Discussion: Increased use of joint-use agreements would enable school districts to increase both the use of campus-based physical activity facilities and physical activity levels of community members who themselves fund the construction and maintenance of schools and school grounds through local taxes. This would help increase the schools' caloric footprint and contribute to improving public health.

Equalisation of Children's Various Levels of Physical Activity Using Increased Physical Activity at School Among Ninth Graders

The purpose of this study was to examine whether 60 min of physical activity implemented during school hours, would have an impact on 15-year-olds' MVPA (moderate to vigorous physical activity) throughout the school day, and what effect it would have on low-, average-, and high- physically-active students. The intervention study included a sample of every 93 students in the ninth grade from a school in Trøndelag, Norway. Data on the students' physical activity levels during schooltime were measured using accelerometers and analyzed using the Actilife program. A significant higher change in MVPA was found in the intervention group compared to the control group, with an average increase of 25 min in MVPA in the pre-test to 42 min in post-test. Further analyses showed that the that both the low-active and the high-active had a significant increase in MVPA, taking the results of the control group into consideration. However, the low-active participants had the largest increase, with a 123% increase in MVPA during schooltime. The implication of the study is that PA interventions in school have the largest percentage effect among the low-active students in the study, which indicates that school-based interventions can be important in bridging social differences in MVPA among adolescents.

Urban-Rural Differences in Children's and Adolescent's Physical Activity and Screen-Time Trends Across 15 Years

BACKGROUND

Urban and rural areas have been experiencing major demographic and structural changes, characterized by an aging population in rural areas and a growth of cities in number and size. However, it is poorly researched how children's physical activity and screen time developed in urban and rural areas. To address this deficit, we investigated physical activity and screen-time trends in Germany's pediatric population across four urbanicity levels (rural, small town, medium-sized town, city).

METHOD

We obtained weighted data at three cross-sectional timepoints between 2003 and 2017, representative for Germany's child and adolescent population. Physical activity and screen time were self-reported. We analyzed trends using a structural equation modeling framework for the overall sample and calculated interactions between the trends and age and gender, respectively.

RESULTS

In total, 12,161 children and adolescents between 4 and 17 years participated in the study. Children and adolescents in rural areas experienced a downward trend in total physical activity. Outdoor play and leisure-time physical activity decreased across all areas, with the strongest decline in rural areas. Computer and gaming time increased across all areas except for cities, with the sharpest increase in rural areas. The decline in outdoor play and the incline in computer and gaming time were driven by adolescents. Females showed stronger increases in computer and gaming time than males.

CONCLUSION

Our findings suggest that in a representative sample of children and adolescents in Germany, detrimental trends in children's physical activity and screen time occur at a higher rate in rural areas compared with urban environments. This provides critical information for health policy: While all children and adolescents should be targeted for physical activity promotion, a special focus should be on tailoring interventions for rural areas to prevent and mitigate inequalities in physical activity across urban and rural areas.

Design Process and Implementation of Teacher Training Modules in Movement Integration: What Have We Learnt?

Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

Patterns of Physical Activity Among University Students and Their Perceptions About the Curricular Content Concerned With Health: Cross-sectional Study

BACKGROUND

University students are at risk of losing their focus on maintaining healthy levels of physical activity because of their engagements with curricular and cocurricular activities. In India, the physical activity levels of the adult population have been reported to be declining in the recent years. However, studies focusing on university students pertaining to their physical activity are lacking in the Indian context. Moreover, a question that has not been properly addressed is the following: "do the curricula in higher education promote physical activity?"

OBJECTIVE

Our paper aims at describing the physical activity levels of the students in a large public-funded central university located in northern India. The study also aims at capturing the student perceptions about the emphasis they receive on leading a physically active lifestyle during their routine curricular activities.

METHODS

This is a cross-sectional descriptive study and uses International Physical Activity Questionnaire-Long Form to record physical activity among 4586 students. Stratified sampling method was used to enroll the students from each stream (faculty). Out of 30,667 students, about 15% were included from each faculty. The study was conducted between 2016 and 2019. To capture the student perceptions, we used a newly developed 5-item scale.

RESULTS

From a total of 4586 participants in the study, 2828 (61.7%) were male and 1758 (38.3%) were female students. The mean age of our sample was 22.34 (SD 3.12) years. Our results indicate that about 14.5% (n=666) of all students in the study fall under the "Inactive" category. Furthermore, the perception about the curricular content pertaining to physical activity varied widely between the students of different streams.

CONCLUSIONS

Our sample reported a better physical activity pattern in comparison to the reported overall physical activity levels of the adult population of India. Our results also suggest that health-related topics are inadequately represented in many of the streams of higher education in the university.

Development and Psychometric Evaluation of the Chinese Version of the Life Skills Scale for Physical Education

Research on life skills in physical education (PE) has gained great attention in recent years. However, there is a need to translate life skills measures for PE into other languages. This research adapted the Life Skills Scale for PE (LSSPE) into Chinese and provided evidence for its validity and reliability. In Study 1, the scale was cross-culturally adapted through translation and back-translation, expert feedback, pilot testing, and scale refinement to provide evidence for the content validity of the scale. Study 2 provided evidence for the factorial validity, internal consistency reliability, and test–retest reliability of the scale by testing it with 583 students. Study 3, with 390 students, provided evidence for the nomological validity of the measure, with results showing perceived teacher autonomy support and students’ basic need satisfaction were positively associated with life skills development in PE, and that controlling teaching and basic need frustration were negatively associated with life skills development. In conclusion, the results illustrate that the LSSPE can be used to evaluate Chinese-speaking students’ life skills development in PE.

Physical Activity Time and Intensity in Physical Education During the COVID-19 Pandemic

With the COVID-19 outbreak, schools have experienced difficulty providing moderate-to-vigorous physical activity (MVPA) to their students, which should normally account for at least 50% of children’s physical education (PE) class time. We aimed to determine the intensity of physical activity (PA) within PE classes at various grade levels to compare children’s in-class PA with the World Health Organization’s (WHO) recommended guidelines. Thus, 301 students (1st to 12th grade) participated in the investigation. Children were evaluated during the PE classes with different typologies and durations. We assessed PA intensity using accelerometry and grouped data into either sedentary-to-light PA (SEDLI) or MVPA. Each child was assessed using both the time spent in PA (hours:minutes:seconds) and the percentage of time spent in PA versus other class activities. We found that, in the second-grade level group (fifth and sixth grades), girls spent more time in MVPA intensity than boys. Additionally, two-hour PE classes doubled the SEDLI for students in the third-grade group, and polythematic classes (those with more than one sport) promoted more MVPA level time than monothematic classes (only one sport). Concerning PA intensity during PE classes, 31–43% of the PE class total time was spent in MVPA but presented short duration and did not usually persist for 10 consecutive minutes (59% of the time). Children spent a large amount of time at the SEDLI intensity, considered insufficient for PA health benefits. Finally, to meet WHO guidelines for PA intensity, PE classes will need to increase MVPA time and reduce non-active periods between activities.

Exercise dose on hepatic fat and cardiovascular health in adolescents with excess of adiposity

OBJECTIVE

The HEPAFIT study was aimed at examining the impact of a 6-month physical education intervention, considering various levels of exercise intensity, on hepatic fat and cardiometabolic health outcomes in adolescents with excess adiposity.

METHODS

Adolescents (n = 120), 11-17 years with excess adiposity by body fat >30%, were randomly assigned to one of the following 4 groups for 6 months: (1) standard physical education lessons, control (CTRL); (2) high-intensity physical education (HIPE); (3) low-to-moderate intensity physical education (LIPE) and (4) combined HIPE and LIPE (PLUS). The primary outcome was hepatic fat content measured by vibration-controlled transient elastography (controlled attenuation parameter [CAP]). Secondary outcomes were traditional cardiovascular health markers (body composition, serum lipids, aminotransferases and health-related physical fitness components).

RESULTS

Adjusted mixed effects linear models revealed a significant decrease in CAP levels in HIPE (-20.02 dB/m, p < 0.0001) (p = 0.001 vs. CTRL group) and PLUS (-16.25 dB/m, p = 0.005) groups. Body fat decreased in the HIPE (-2.88%, p < 0.001) (p = 0.001 vs. CTRL group) and LIPE (-1.26%, p = 0.022) groups. The physical fitness components were increased in the HIPE and PLUS group relative to the baseline (p < 0.05), and the HIPE group showed a reduction in the total cholesterol and low-density lipoprotein cholesterol (LDL-C) levels (p < 0.05).

CONCLUSIONS

Implementation of a 6-month physical education exercise program, particularly high-intensity or combined high and low-intensity, improves hepatic fat storage and significantly reduces cardiometabolic markers in adolescents with excess of adiposity. Interventions involving supervised physical exercise may help to improve metabolism and fat deposition at the hepatic level, thus preventing the development of non-alcoholic fatty liver disease in adolescents.

Mapping recommended strategies to promote active and healthy lifestyles through physical education classes: a scoping review

Background

Understanding which strategies have been recommended for the promotion of active and healthy lifestyles through physical education (PE) classes can guide PE policies and practice. Therefore, we summarized worldwide recommendations regarding strategies for PE classes that have aimed to promote active and healthy lifestyles among school-aged children and adolescents.

Methods

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were utilized. A literature search was carried out in June 2020 in eight peer-reviewed literature databases, in addition to searches in institutional and personal libraries. The eligibility criteria included any online document that included recommendations targeting any dimension of PE classes (e.g., policy and environment, curriculum, appropriate instruction, student assessment, and strategies that interact with PE) published since 2000.

Results

In total, 2,408 potentially eligible documents were screened. Of these, 63 were included in the final analysis. The recommended strategies were as follows: six referred to policy and environment (valuing PE, higher frequency and duration of classes, inclusive PE classes, mandatory daily classes, evaluation of PE classes, and qualified teachers), five to curriculum (structure, type of content, cross-cutting themes, and components that improve PE classes), four to appropriate instruction (promotion of physical activities, inclusion of social issues, employment of the use of innovative technologies, and organization of the teaching–learning process), and three to student assessment (understanding human movement concepts, evaluation of contents, and assessment methods to develop an active and healthy lifestyle).

Conclusion

Twenty-one strategies recommended for PE classes linked to five dimensions aimed at different target populations were identified. Over half were linked to the dimensions of policy and environment and appropriate instruction. PE is recommended to be mandatory and valued at all educational levels, with weekly frequency that contributes to an active and healthy lifestyle. This review shows that guaranteeing different experiences beyond sports, improving social inclusion, using innovative technologies, and providing adequate materials and spaces to be important challenges and ways to guide policies, programs, and new research in this field of knowledge.

Open Science Framework Registration: https://osf.io/harwq/

A pragmatic evaluation of the primary school Be Active After-School Activity Programme (Be Active ASAP)

The period after school represents an opportunity to engage children in physical activity (PA) programmes in schools. The purpose of this study was to evaluate the effect of an afterschool programme, delivered in schools, on children's participation in and attitudes to PA. Ten schools took part in this non-randomized controlled trial (five experimental and five control schools). Experimental schools participated in an after-school programme delivered by teachers and parents for 50 min per week. Outcome measures included device-measured PA, self-report youth PA behaviour and parental perceptions of the school environment. Measurements took place at baseline, and mean follow-up was at 10 weeks. Data were collected from 196 participants, with a mean age of 8.1 ± 0.8 years. Mean daily minutes of moderate-to-vigorous physical activity (MVPA) for the entire sample at baseline was 69.9 ± 23.3. While both groups presented a decline in MVPA levels, there was a significant difference in the change from baseline to follow-up (P = 0.043) of min/day MVPA between the control group (-13.2 ± 23.9) and the experimental group (-0.9 ± 25.2). This programme may help maintain MVPA levels, with children exposed to the intervention experiencing a significantly lower decline in MVPA than their control counterparts.

Physical Literacy in Elementary Physical Education: A Survey of Fundamental Movement Skill Practice Patterns

PURPOSE

To describe fundamental movement skill (FMS) practice patterns in the elementary physical education (PE) curriculum.

METHODS

A cross-sectional survey was sent to PE teachers of grades 1 through 6. Sixty-eight responses were included for analysis.

RESULTS

Only 38.2% of teachers taught all 12 FMS components. Compared with PE teachers for grades 4 to 6, a significantly higher proportion of PE teachers for grades 1 to 3 taught all 12 FMS and used direct instruction methods. For children falling behind, only 8.8% reported referring to an exercise program and no PE teacher sought a health care referral. A video abstract can be found in Supplemental Digital Content 1 (available at: http://links.lww.com/PPT/A342).

Associations Between School Environments, Policies and Practices and Children's Physical Activity and Active Transportation

BACKGROUND

There is evidence of school-level variability in children's active behaviors. This study investigated the associations between school environments, policies and practices, and children's physical activity (PA) and active school transportation (AST), in a school ecology context.

METHODS

We recruited children (N = 1699, age = 10.2 ± 1.0 years, 55.0% girls) in 37 schools from 3 diverse regions of Canada. We then collected data using questionnaires (child, parent) and pedometers. In each school, an official completed a School Health Environment Survey. Multilevel regression models were used to examine associations with children's daily steps, and frequency and volume (frequency*distance) of AST.

RESULTS

Between-school variation ranged from 4.7% to 22.2% demonstrating that school environments are associated with children's active behaviors. None of the school environment variables were significantly associated with children's PA or frequency of AST. Nevertheless, their inclusion improved the PA model. Children's volume of AST increased in schools that reported more initiatives to promote AST.

CONCLUSIONS

Our findings suggest that multiple components are needed to effectively promote active behaviors in children. Schools should determine the areas in which they can improve and assess the feasibility of implementing measures to make their school environments, policies, and practices more conducive to PA and AST.

Use of Wearable Devices to Study Physical Activity in Early Childhood Education

Physical activity recommendations for early childhood are gradually being met to a lesser extent today. The objectives of the study were: (i) to assess the degree of compliance with physical activity (PA) recommendations by gender; and (ii) to analyze the level of PA and steps in different periods over a week. This study was an observational cross-sectional study. Sixty-three young children (33 boys and 30 girls) aged two years (2.15 ± 0.35) were recruited for this study. Participants wore a “Garmin vivofit® jr.” activity tracker for seven days, collecting minutes of moderate-to-vigorous physical activity (MVPA) and step volume (Out-of-School Time and School Time). The results show a 50% compliance of the 120 min/day MVPA and 13,000 steps per day. No gender differences were detected. The findings in the analysis indicated a trend towards higher PA and steps at the Weekend. Moreover, participants reached higher PA and steps values “Out-of-School Time” than “School Time” (MVPA) (min/day). This study can provide strategies and motivational PA guidelines at school to enhance well-being at an early age. These activity trackers could stimulate more sustainable forms of urban mobility, such as walking, as the environment would accompany the child to meet daily PA recommendations.