Physical activity during school recess : a systematic review

Context: Interest has increased in examining the physical activity levels of young people during school recess. Identifying correlates of their recess physical activity behaviors is timely, and would inform school-based physical activity programming and intervention development. The review examined the correlates of children\u27s and adolescent\u27s physical activity during school recess periods. Evidence acquisition: Asystematicsearchofsixelectronicdatabases,referencelists,andpersonal archives identified 53 studies (47 focused on children) published between January 1990 and April 2011 that met the inclusion criteria. Data were analyzed in 2011. Correlates were categorized using the social-ecological framework. Evidence synthesis: Forty-four variables were identified across the four levels of the social- ecological framework, although few correlates were studied repeatedly at each level. Positive associ- ations were found of overall facility provision, unfixed equipment, and perceived encouragement with recess physical activity. Results revealed that boys were more active than girls. Conclusions: Providing access to school facilities, providing unfixed equipment, and identifying ways to promote encouragement for physical activity have the potential to inform strategies to increase physical activity levels during recess periods

Essential nutrition and food systems components for school curricula: views from experts in Iran

Background: This study aimed to investigate food experts’ views on important nutrition and food systems knowledge issues for education purposes at schools in Iran.Methods: In 2012, semi-structured, face-to-face or telephone interviews were conducted with twenty-eight acknowledged Iranian experts in food and nutrition fields. Participants were selected from four major provinces in Iran (Tehran, Isfahan, Fars and Gilan). Open-ended interview questions were used to identify nutrition and food systems knowledge issues, which experts considered as important to be included in school education programs. Qualitative interviews were analyzed thematically using NVivo.Results: A framework of knowledge that would assist Iranian students and school-leavers to make informed decisions in food-related areas was developed, comprising five major clusters and several sub-clusters. Major knowledge clusters included nutrition basics; food production; every day food-related practices; prevalent nutritional health problems in Iran and improvement of students’ ethical attitudes in the food domain.Conclusion: These findings provide a guide to curriculum developers and policy makers to assess current education curricula in order to optimize students’ knowledge of nutrition and food systems

Defining quality physical education: an analysis of international documents

Abstract presented at the 2014 AAHPERD National Convention and Exposition, 2-4 April 2014, St. Louis, United State

Acute effects of reducing sitting time in adolescents: a randomized cross-over study

BACKGROUND: Levels of sitting among adolescents are high, especially during the school day. The acute cognitive and health consequences associated with prolonged sitting are poorly understood in adolescents. This randomized crossover design study examined the acute effects of a simulated school day with reduced sitting or usual sitting on adolescents\u27 cognitive function and cardiometabolic biomarkers. METHODS: Eighteen healthy school aged adolescents were recruited from the community to the study (11 males; 7 females; mean age [SD]&nbsp;=&nbsp;13.5&nbsp;&plusmn;&nbsp;0.9&nbsp;years). Two protocols were developed to simulate an adolescent school day, the amount of time spent sitting was manipulated reflecting: a \u27typical\u27 day (65% of the time spent sitting with two sitting bouts sitting &gt;20&nbsp;min) and a \u27reduced sitting\u27 day (adolescents sat for 50% less time with no bouts of sitting &gt;20 mins). The order that participants were exposed to each condition was randomized (via random number generator). Participants were not fully blinded as they could observe the difference between conditions. Energy intake and moderate to vigorous physical activity (MVPA) were standardized for both conditions and monitored for 48&nbsp;h post-condition for compensatory effects. Cognitive (working memory) and cardiometabolic outcomes (lipids, glucose, insulin, IL-6, apo-A1, apo-B, blood pressure,) were assessed pre and post for both conditions, BMI and body fat were assessed on the morning of the intervention. Data were analyzed using linear mixed models. Standardised effect sizes were calculated. RESULTS: Compared with the typical school day, the reduced sitting day demonstrated significant positive effects for apoB/apoA-1 ratio (adjusted difference&nbsp;&plusmn;&nbsp;SD) -0.02&nbsp;&plusmn;&nbsp;0.03; P&nbsp;=&nbsp;0.03; effect size [Cohen\u27s d]&nbsp;=&nbsp;-0.67. Findings for total cholesterol -0.19&nbsp;&plusmn;&nbsp;0.27; P&nbsp;=&nbsp;0.28; d&nbsp;=&nbsp;-0.71; HDL cholesterol -0.23&nbsp;&plusmn;&nbsp;0.50; P&nbsp;=&nbsp;0.12 d&nbsp;=&nbsp;-0.66; and total cholesterol/HDL ratio 0.25&nbsp;&plusmn;&nbsp;0.53; P&nbsp;=&nbsp;0.25; d&nbsp;=&nbsp;0.51 and for cognition 0.64&nbsp;&plusmn;&nbsp;0.15; P&nbsp;=&nbsp;0.15; d&nbsp;=&nbsp;0.54 were non-significant. There were no compensatory changes in participant energy expenditure or energy intake for 48&nbsp;h post intervention. CONCLUSION: Reducing school day sitting time in adolescents\u27 resulted in significant improvements in apoB/apoA-1 ratio with medium effect sizes for total cholesterol, HDL cholesterol and total cholesterol/HDL ratio. Cognitive function results showed the equivalent of a 6&nbsp;month improvement in effective mental-attentional capacity. <br /

Evaluation of a correspondence fat loss program for men

This study compares fat loss of 45 Australian men involved in a correspondence \u27waist\u27 loss program\u27 with participants in a group based \u27waist\u27 loss program (O\u27Neill 1993). The format of the correspondence program and the group based program is very similar. Initially, it was believed that the group based program may be more effective than the correspondence program, as the men in the correspondence program did not have group support. The correspondence participants received a kit containing audio cassettes, book, handouts and a tape measure to enable them to conduct their waist Joss program at home. Evaluation questionnaires were posted to the participants at the beginning and end of the six week fat loss program. They sent their waist measure into the program office at the end of each week. Hip measures were sent in at week one and week six of the program. The men in the group based program attended sessions for two hours, once a week, over a six week period. They received lectures, handouts, a book, and tape measure during the program. They completed their pre- and post-evaluation questionnaire at week one and week six of the program. Waist and hip measures were taken during the program at the same intervals as the correspondence course

What factors influence levels of school playground physical activity in children from grades K-6?

Background: The number of overweight and obese children in Australia is a major public health concern (Commonwealth Scientific Industrial Research Organisation (CSIRO) Preventative Health National Research Flagship and the University of South Australia 2007). Despite efforts to address childhood obesity issues at an individual level, children’s obesity levels are high and physical activity levels are decreasing (Salmon and Timperio 2007). In 2002, a ministerial round table of the World Health Organisation emphasised a need to create ‘enabling environments’ for children’s physical activity in institutions such as schools. However, pressure to meet academic targets in the school curriculum often results in constrained timetabling of physical education classes, thereby limiting the amount of daily physical activity undertaken by children during the school day. Access to school playgrounds at recess and lunchtime provides an alternative environment to increase children’s physical activity levels. Currently, such opportunities appear to be underutilised (Ernst 2003). This research aimed to establish whether there were differences between playground physical activity levels of primary aged children in a convenience sample of 13 public primary schools (7 lower socioeconomic status (SES) and 6 average SES), with the purpose of comparing low and highly active schools to identify environmental, policy and psychosocial correlates that influence children’s playground physical activity levels. Method: The Children’s Activity Scanning Tool (CAST2) observational instrument was used to collect physical activity and environmental data (Zask, van Beurden et al. 2001). Each school was audited for additional physical environmental variables such as: fixed and nonfixed equipment, area of shade and playground size and surface type. Questionnaires were distributed to consenting students, teachers and principals; the items addressed school policy and psychosocial variables. A picture questionnaire instrument was developed to assess the playground physical activity preferences of young children. In addition, consenting students, teachers and principals were interviewed at the three least and the three most active schools in terms of student activity levels. Data from this study was analysed using multiple logistic regression, odds ratios, Spearman’s correlations, t-tests, non-parametric tests and qualitative data analysis. Results: A significant difference was found between the proportions of active children at 13 schools involved in the study, supporting the need to examine school environment variables to ascertain reasons for variability in children’s playground physical activity levels. There was an association between activity and length of break time, indicating that restricted break times may limit one of the few outdoor opportunities available for children to be active. Children were significantly more active in unshaded areas, when non-fixed equipment and ground targets were present and on soft playground surfaces; their activity was affected by the weather. Males were more active than females. No significant differences were found between low and average socioeconomic groups. Children’s activity preferences were significantly affected by psychosocial variables, such as fear of ‘being bullied’. The results indicated that bullying had a considerable impact on children’s playground physical activity levels, and may also affect children with poor fundamental movement skills. Teachers believed the presence of non-fixed equipment during break times created a more cohesive playground environment by preventing boredom and bullying. In addition, children’s playground physical activity level was influenced by school policies; small changes to policy could potentially have marked effects on children’s playground activity levels. Conclusion: There were several physical environmental variables which affected children’s playground physical activity levels. The findings indicate that there were discrepancies between the activity levels of male and female children, which warrant further investigation. Notably, this study found no significant difference between the effects of lower or average SES school status on children’s playground activity levels. Importantly the mixed methods used in this study provided a unique insight into policy and psychosocial determinants affecting children’s school playground physical activity which had not been investigated previously. For example policies which influenced children’s playground physical activity included: policies governing the length of active break time, ‘no hat no play’ and access to non-fixed equipment. Psychosocial factors which influenced children’s playground physical activity included a ‘fear of being bullied’ and ‘being too shy to play’. These findings raise the notion that changes to the physical playground environment may be ineffective, if psychosocial and policy variables are not considered. Future research should investigate physical, policy and psychosocial barriers affecting children’s school playground physical activity levels

\u27Social screens\u27 and \u27the mainstream\u27: longitudinal competitors of non-organized physical activity in the transition from childhood to adolescence

BACKGROUND: Physical activity (PA) tends to decline during late childhood and adolescence. In Australia, this decline has been shown to occur particularly in non-organized PA (e.g. active play and informal sport). Using a social marketing approach, segments of youth may be identified and targeted based on their profile of alternative activities that compete with non-organized PA during the transition to adolescence. The objectives of this study were to identify and describe segments of youth whose participation in non-organized PA declined between 11 and 13 years, based on changes in other potential competing activities during this period. METHODS: Data were sourced from Waves 4 and 5 of the Longitudinal Study of Australian Children. Participation in non-organized PA and thirteen alternative activities (e.g. video games, homework, sleep) were measured using 24-h time-use diaries. Analyses were limited to participants whose non-organized PA had declined between 11 and 13 years (n = 1043). Two-stage cluster analysis was conducted and segments were described using chi-square and t-tests. RESULTS: Among the analytic sample, average non-organized PA participation declined by 87 min/day between 11y and 13y (p \u3c 0.001). Two segments were identified (κ = 0.66). The \u27Social Screens\u27 segment (n = 143) had large increases in texting, emailing and social media use (+ 56 min/day, p \u3c 0.001) and other internet use (+ 32 min/day, p \u3c 0.001). Conversely, \u27the Mainstream\u27 segment (n = 900) had smaller increases in a wider range of activities, including other PA (organized PA, active transport, active chores/work) (+ 16.0 min/day, p \u3c 0.001), homework/study (+ 9.5 min/day, p \u3c 0.001) and electronic gaming (+ 6.7 min/day, p \u3c 0.05). \u27Social Screens\u27 were more likely to attend public school, live in urban areas and have more advanced pubertal development (girls only). \u27The Mainstream\u27 were more likely to participate in PA and out-of-school activities. CONCLUSIONS: The \u27Social Screens\u27 segment had a much larger increase in texting, emailing, social media and other internet use, and lower participation in overall PA and out-of-school activities, compared with \u27the Mainstream\u27. Future research may trial PA promotion strategies to replace benefits that this segment may seek in competing activities (e.g. social PA apps)

Observing children\u27s playground activity levels at 13 Illawarra primary schools using CAST2

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high

Physical activity and sedentary guidelines; What are the similarities and differences across the globe?

Abstract presented at the 2014 Global Summit on the Physical Activity of Children, held in Toronto, May 19-22, 201