Investigations of interactions between ethnicity and time since immigration.

<p>Note: N values presented were weighted as per the HBSC protocol. <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0089509#pone.0089509-Freeman1" target="_blank">[32]</a> The Rao-Scott chi square test controls for the clustering effect of school.</p

Study flow diagram of exclusion criteria used to eliminate observations from the original HBSC sample.

<p>Study flow diagram of exclusion criteria used to eliminate observations from the original HBSC sample.</p

Description of key variables by level of physical activity (n = 23,124).

<p>Note: N values presented were weighted as per the HBSC protocol. <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0089509#pone.0089509-Freeman1" target="_blank">[32]</a> The Rao-Scott chi square test controls for the clustering effect of school. The “other” ethnic group includes youth who identified with more than one of the six identified ethnic groups.</p

Nominal regression modeling of determinants of moderate-to-vigorous physical activity.

<p>Note: The reference group in both models was “0–3 days/week.” Both models (unadjusted and adjusted) control for clustering at the school level. The adjusted models control at the individual level for age, gender and perceived family wealth. At the area level the models control for median neighbourhood income, percentage of immigrants in the community and Statistics Canada Population Centre category.</p

Test-retest reliability by domain.

<p>Test-retest reliability by domain.</p

Means, confidence intervals and group differences of subscales by immigrant generation and age at immigration.

<p>Means, confidence intervals and group differences of subscales by immigrant generation and age at immigration.</p

Results of factor analyses, psychometric properties of subscales.

<p>Results of factor analyses, psychometric properties of subscales.</p

Bland-Altman Plot of differences between baseline and follow up over the mean response value for each domain.

<p>Bland-Altman Plot of differences between baseline and follow up over the mean response value for each domain.</p

Description of the sample used for pilot testing.

<p>Description of the sample used for pilot testing.</p

Flowchart for selecting items for inclusion in the questionnaire.

<p>^a These questions were identical between questionnaires, i.e. “How well do you speak English”. ^b Theses questions were unidimensional, i.e. “Do you prefer to speak English or Spanish”. ^c These questions asked about items that would be beyond the scope of youth aged 10–16, such as “I communicate with my spouse in English”. ^d These questions were duplicative, such as “I speak English 1) at home, 2) at work, 3) with my mother, 4) with my father” etc.</p