The Impact of Classroom Activity Breaks on the School-Day Physical Activity of Rural Children

International Journal of Exercise Science 6(2) : 134-143, 2013. Schools have been identified as a central element in a system that ensures that children participate in enough physical activity to develop healthy lifestyles. Even with this recommendation, many school-based physical activity opportunities are being eliminated/minimized (i.e. physical education (PE), recess). With children spending much of their time at school, other supplemental physical activity opportunities are essential. One such opportunity is through classroom teacher led activity breaks. Very little evidence exists identifying the impact of classroom activity breaks on the daily physical activity patterns of children. Therefore, the purpose of this paper was to determine the impact of classroom teacher led activity breaks on the step counts and moderate-to-vigorous physical activity (MVPA) of 4th grade children at school. Participants in this pilot study included a 4th grade class (N=18; aged 9.2±.4 years; mostly Caucasian (n=14); BMI=19.9±2.8) in a rural school district in the Northeast US. Children wore the NL-1000 piezoelectric pedometer for 2-weeks (a baseline week and an activity break week) during the winter of 2012. Activity breaks were created by the teacher/students to give them ownership in the program (activities included numerous classroom games and walking activities). At baseline, children averaged 4806±639 steps and 17.7±2.8 minutes of MVPA/day. During implementation of the physical activity breaks, children significantly increased both their steps (p\u3c.01; 5651±627; D=845) and MVPA (p\u3c.01; 22.3±3.5; D=4.6 minutes). Findings suggest that classroom activity breaks have the potential to increase children’s daily physical activity patterns at school. Future studies are needed with a larger and more diverse population to support these findings

Effects of the Boy Scouts of America Personal Fitness Merit Badge on Cardio-Metabolic Risk, Health Related Fitness and Physical Activity in Adolescents Boys

International Journal of Exercise Science 10(7): 964-976, 2017. A growing number of adolescents are more sedentary and have fewer formal opportunities to participate in physical activity. With the mounting evidence that sedentary time has a negative impact on cardio-metabolic profiles, health related fitness and physical activity, there is a pressing need to find an affordable adolescent physical activity intervention. One possible intervention that has been overlooked in the past is Boy Scouts of America. There are nearly 900,000 adolescent boys who participate in Boy Scouts in the United States. The purpose of this research study was to evaluate the effect of the Personal Fitness merit badge system on physical activity, health-related fitness, and cardio-metabolic blood profiles in Boy Scouts 11-17 years of age. Participants were fourteen (N = 14) Boy Scouts from the Great Salt Lake Council of the Boy Scouts of America who earned their Personal Fitness merit badge. Classes were held in the Spring of 2016 where boys received the information needed to obtain the merit badge and data were collected. Results from the related-samples Wilcoxon signed rank test showed that the median of differences between VO2 peak pre-test and post-test scores were statistically significant (p = 0.004). However, it also showed that the differences between the Pre-MetS (metabolic syndrome) and Post-MetS scores (p = 0.917), average steps taken per day (p = 0.317), and BMI (p = 0.419) were not statistically significant. In conclusion, the merit badge program had a positive impact on cardiovascular endurance, suggesting this program has potential to improve cardiovascular fitness and should be considered for boys participating in Boy Scouts

Children and Pedometers: A Study in Reactivity and Knowledge

International Journal of Exercise Science 6(3) : 230-235, 2013. Pedometers are simple inexpensive tools that are widely used for the measurement of physical activity. Reactivity is always a concern when using pedometers. An issue not yet addressed is the role previous knowledge has on the impact of reactivity. The primary purpose of this study was to examine if reactivity exists in 4th-6th grade students and if prior knowledge about pedometers had an effect on reactivity. Participants included 109 (54 females) 4th- 6th grade students from a suburban charter school. Prior to data collection, students completed a questionnaire to measure their knowledge of pedometers. Pedometers were worn from after-school until before school each day for two weeks with half of the students wearing sealed devices the first week, then switching to unsealed. Steps were counted and pedometers were redistributed each afternoon. Repeated measures ANOVA results showed no significant differences in step counts between unsealed and sealed conditions, or when knowledge and experience regarding pedometers was included as a covariate. Pedometers are inexpensive and reliable tools that researchers and educators can use to measure physical activity. In this study reactivity did not occur with older elementary students and a student’s knowledge of pedometers did not affect reactivity

Factors Influencing Muscular Strength and Endurance in Disadvantaged Children From Low-Income Families

International Journal of Exercise Science 9(3): 306-317, 2016. Examining the correlates of muscular strength and endurance in children from low-income families will provide evidence for interventions to improve these parameters. The purpose of this study was to determine the predictors and trends of muscular strength and endurance in at-risk school-aged children. The sample included 1,232 children (Mean age = 8.8 ± 1.6 years; 625 girls, 607 boys; 60% Hispanic) recruited from three U.S. low-income schools. Children performed health-related fitness testing and wore pedometers for one school week. A stratified random subsample (n = 533) also wore accelerometers to record sedentary behaviors, MVPA, and vigorous physical activity. Generalized linear mixed models were employed to calculate odds ratios (OR) for achieving FITNESSGRAM’s push-up and curl-up standards (met standard = HFZ) from various predictors and to determine odds of achievement across grade levels. A student who achieved the HFZ for VO2 Peak had an OR = 1.66 (p \u3c 0.001) for achieving the HFZ for pushups and an OR = 1.99 (p \u3c 0.01) for achieving the HFZ for curl-ups. Additionally, students whose vigorous physical activity was 1% higher had an OR = 3.25 (p \u3c 0.05) for achieving the HFZ for curl-ups. For cohorts of students separated by one grade level, the OR = 0.48 (p \u3c 0.01) for achieving the HFZ for pushups and OR = 0.71 (p \u3c 0.01) for achieving the HFZ for curl-ups. The results suggest that VO2 Peak, vigorous physical activity, and grade level are significant predictors of muscular strength and endurance in at-risk children

Effect of a 12-Week Summer Break on School Day Physical Activity and Health-Related Fitness in Low-Income Children from CSPAP Schools

Background. The purpose of this study was to examine the effect of a 12-week summer break on school day physical activity and health-related fitness (HRF) in children from schools receiving a Comprehensive School Physical Activity Program (CSPAP). Methods. Participants were school-aged children (; 624 girls and 608 boys; years) recruited from three low-income schools receiving a CSPAP. Physical activity and HRF levels were collected during the end of spring semester 2015 and again during the beginning of fall semester 2015. Physical activity was assessed using the Yamax DigiWalker CW600 pedometer. HRF measures consisted of body mass index (BMI) and the Progressive Aerobic Cardiovascular Endurance Run (PACER). Results. Results from a doubly MANCOVA analysis indicated that pedometer step counts decreased from 4,929 steps in the spring to 4,445 steps in the fall (mean difference = 484 steps; ; Cohen’s d = 0.30) and PACER laps decreased from 31.2 laps in the spring to 25.8 laps in the fall (mean difference = 5.4 laps; ; Cohen’s d = 0.33). Conclusions. Children from schools receiving a CSPAP intervention had lower levels of school day physical activity and cardiorespiratory endurance following a 12-week summer break

Validation of the Apple Watch for Estimating Moderate-to-Vigorous Physical Activity and Activity Energy Expenditure in School-Aged Children.

The Apple Watch is one of the most popular wearable devices designed to monitor physical activity (PA). However, it is currently unknown whether the Apple Watch accurately estimates children's free-living PA. Therefore, this study assessed the concurrent validity of the Apple Watch 3 in estimating moderate-to-vigorous physical activity (MVPA) time and active energy expenditure (AEE) for school-aged children under a simulated and a free-living condition. Twenty elementary school students (Girls: 45%, age: 9.7 ± 2.0 years) wore an Apple Watch 3 device on their wrist and performed prescribed free-living activities in a lab setting. A subgroup of participants (N = 5) wore the Apple Watch for seven consecutive days in order to assess the validity in free-living condition. The K5 indirect calorimetry (K5) and GT3X+ were used as the criterion measure under simulated free-living and free-living conditions, respectively. Mean absolute percent errors (MAPE) and Bland-Altman (BA) plots were conducted to assess the validity of the Apple Watch 3 compared to those from the criterion measures. Equivalence testing determined the statistical equivalence between the Apple Watch and K5 for MVPA time and AEE. The Apple Watch provided comparable estimates for MVPA time (mean bias: 0.3 min, p = 0.91, MAPE: 1%) and for AEE (mean bias: 3.8 kcal min, p = 0.75, MAPE: 4%) during the simulated free-living condition. The BA plots indicated no systematic bias for the agreement in MVPA and AEE estimates between the K5 and Apple Watch 3. However, the Apple Watch had a relatively large variability in estimating AEE in children. The Apple Watch was statistically equivalent to the K5 within ±17.7% and ±20.8% for MVPA time and AEE estimates, respectively. Our findings suggest that the Apple Watch 3 has the potential to be used as a PA assessment tool to estimate MVPA in school-aged children

Step Counts of 10- to 11-Year-Old Children by Ethnicity and Metropolitan Status

Background: The purpose of this study was to conduct a secondary analysis by combining 2 pedometer data sets to describe and analyze pedometer-determined steps/day of children by ethnicity and metropolitan status. Methods: Participants were 582 children (309 girls, 273 boys; 53% Hispanic, 26% Caucasian, 21% African American) age 10 to 11 years (M = 10.37 ± 0.48) attending 1 of 10 schools located in urban, suburban, and rural settings. Participants wore a research grade pedometer for at least 3 week/school days. Mean steps/ day were analyzed by gender, ethnicity, and metropolitan status. Results: Statistical analyses indicated 1) boys (12,853 ± 3831; P \u3c .001) obtained significantly more steps/day than girls (10,409 ± 3136); 2) African American (10,709 ± 3386; P \u3c .05) children accumulated significantly less steps/day than Hispanic (11,845 ± 3901) and Caucasian (11,668 ± 3369) children; and 3) urban (10,856 ± 3706; P \u3c .05) children obtained significantly less steps/day than suburban (12,297 ± 3616) and rural (11,934 ± 3374) children. Conclusions: Findings support self-report data demonstrating reduced physical activity among African American children and youth, especially girls, and among children and youth living in urban areas. Possible reasons for these discrepancies are explored

Step Counts of Non-White Minority Children and Youth by Gender, Grade Level, Race/Ethnicity, and Mode of School Transportation

Background: The purposes of this study were to describe and analyze the steps/d of nonwhite minority children and youth by gender, grade level, race/ethnicity, and mode of school transportation. A secondary purpose was to compare the steps/d of minority children and youth to their Caucasian grade-level counterparts. Methods: Participants were 547 minority youth grades 5 to 8 from 4 urban schools. Participants wore sealed pedometers for 6 consecutive week/school days. Three hundred and ten participants responded to a questionnaire concerning their mode of transportation to and from school. Results: Statistical analyses indicated a main effect for gender (F(3,546) = 13.50, P \u3c .001) with no interaction. Boys (12,589 ± 3921) accumulated significantly more steps/d than girls (9,539 ± 3,135). Further analyses also revealed a significant main effect for mode of school transportation (F(2, 309) = 15.97, P \u3c .001). Walkers (12,614 ± 4169) obtained significantly more steps/d than car (10,021 ± 2856) or bus (10,230 ± 3666) transit users. Conclusions: Minority boys obtain similar steps/d as their Caucasian grade-level counterparts; minority girls obtain less steps/d than their Caucasian grade-level counterparts. Minority youth who actively commute are more likely to meet PA recommendations than nonactive commuters

Step Counts of Non-White Minority Youth by Gender, Grade Level, and Mode of School Transportation

Background: The purposes of this study were to describe and analyze the steps/d of nonwhite minority children and youth by gender, grade level, race/ethnicity, and mode of school transportation. A secondary purpose was to compare the steps/d of minority children and youth to their Caucasian grade-level counterparts. Methods: Participants were 547 minority youth grades 5 to 8 from 4 urban schools. Participants wore sealed pedometers for 6 consecutive week/school days. Three hundred and ten participants responded to a questionnaire concerning their mode of transportation to and from school. Results: Statistical analyses indicated a main effect for gender (F(3, 546) = 13.50, P \u3c .001) with no interaction. Boys (12,589 ± 3921) accumulated significantly more steps/d than girls (9,539 ± 3,135). Further analyses also revealed a significant main effect for mode of school transportation (F(2, 309) = 15.97, P ≤ .001). Walkers (12,614 ± 4169) obtained significantly more steps/d than car (10,021 ± 2856) or bus (10,230 ± 3666) transit users. Conclusions: Minority boys obtain similar steps/d as their Caucasian grade-level counterparts; minority girls obtain less steps/d than their Caucasian grade-level counterparts. Minority youth who actively commute are more likely to meet PA recommendations than nonactive commuters

Childrenʹs Step Counts on Weekend, Physical Education, and Non‐Physical Education Days

There have been well‐documented increases in overweight and obese children, sedentary lifestyles, and increased prevalence of a hypokinetic disease over the past 20 years. Thus understanding the physical activity patterns of children is essential for developing effective interventions. Little evidence exists that illustrates the contribution of weekend, physical education, and non‐physical education days to overall physical activity patterns of children. The purpose of the study was to examine differences in pedometer‐determined physical activity patterns of fourth and fifth grade children during weekend, physical education and non–physical education days. Three hundred and sixty‐three children (8‐11 years old) from six Southwestern USA elementary schools participated by wearing pedometers (Yamax Digiwalker SW‐200) for seven consecutive days. Children recorded their steps at arrival to school and when they woke up and went to bed on weekend days. During weekdays, the fourth and fifth grade children averaged 13,196 ± 3,334 and 11,295 ± 3,168 steps/day for boys and girls, respectively. This is compared to a weekend average of 7,660 ± 4,647steps/day (boys) and 7,317 ± 4,062 steps/day (girls). Children were significantly more active on physical education days, averaging 12,979 steps/day (14,197 ± 4,697 steps/day for boys and 12,058 ± 3,772 steps/day for girls),compared to non‐physical education school days, when they accumulated 11,809 steps/day (12,788 ± 3,600 steps/day for boys and 11,047 ± 3,382 steps/day for girls). Based on the findings in this study, children and youth are more active during school days than on weekend days. Furthermore, children are more active on physical education days than non‐physical education days. These findings suggest that increased physical activity programming and interventions during weekend days may be needed to increase physical activity. The expansion of school‐based physical education across more school days may also serve to increase children’s physical activity during the school week