Issues related to measuring and interpreting objectively measured sedentary behavior data

The use of objective measures of sedentary behavior has increased over the past decade; however, as is the case for objectively measured physical activity, methodological decisions before and after data collection are likely to influence the outcomes. The aim of this article is to review the evidence on different methodological decisions made by researchers when examining sedentary behavior. The different issues researchers may encounter when measuring sedentary behavior have been divided into (a) activity monitor placement; (b) epochs, cut points, and non-wear time definitions; (c) criteria for sedentary behavior bouts and breaks; and (d) combining motion and posture data. This article recommends that (a) activity monitors should be placed on the thigh and combined with a data reduction approach that estimates inclination, especially in children and adults; and (b) researchers should clearly report their data processing decisions to enhance the ability to evaluate and compare studies in the future. However, the article also highlights a dearth of methodological evidence to inform the use of objective measures of sedentary behavior. Based on the gaps in the literature, research recommendations, which require addressing to develop a best practice protocol when measuring sedentary behavior objectively, have been made

Appropriateness of the definition of 'sedentary' in young children : whole-room calorimetry study

The present study aimed to measure the energy cost of three common sedentary activities in young children to test whether energy expended was consistent with the recent consensus definition of 'sedentary' as 'any behaviour conducted in a sitting or reclining posture and with an energy cost ≤1.5 metabolic equivalents (METs)' (Sedentary Behaviour Research Network, 2012).  This was an observational study

Predictive validity and classification accuracy of actigraph energy expenditure equations and cut-points in young children

Objectives: Evaluate the predictive validity of ActiGraph energy expenditure equations and the classification accuracy of physical activity intensity cut-points in preschoolers. Methods: Forty children aged 4–6 years (5.3±1.0 years) completed a ~150-min room calorimeter protocol involving age-appropriate sedentary, light and moderate-to vigorous-intensity physical activities. Children wore an ActiGraph GT3X on the right mid-axillary line of the hip. Energy expenditure measured by room calorimetry and physical activity intensity classified using direct observation were the criterion methods. Energy expenditure was predicted using Pate and Puyau equations. Physical activity intensity was classified using Evenson, Sirard, Van Cauwenberghe, Pate, Puyau, and Reilly, ActiGraph cut-points. Results: The Pate equation significantly overestimated VO2 during sedentary behaviors, light physical activities and total VO2 (P<0.001). No difference was found between measured and predicted VO2 during moderate-to vigorous-intensity physical activities (P = 0.072). The Puyau equation significantly underestimated activity energy expenditure during moderate-to vigorous-intensity physical activities, light-intensity physical activities and total activity energy expenditure (P<0.0125). However, no overestimation of activity energy expenditure during sedentary behavior was found. The Evenson cut-point demonstrated significantly higher accuracy for classifying sedentary behaviors and light-intensity physical activities than others. Classification accuracy for moderate-to vigorous-intensity physical activities was significantly higher for Pate than others. Conclusion: Available ActiGraph equations do not provide accurate estimates of energy expenditure across physical activity intensities in preschoolers. Cut-points of ≤25counts⋅15 s−1 and ≥420 counts⋅15 s−1 for classifying sedentary behaviors and moderate-to vigorous-intensity physical activities, respectively, are recommended

Practical utility and reliability of whole-room calorimetry in young children

The use of whole-room calorimetry (WRC) in young children can increase our understanding of children's energy balance. However, studies using WRC in young children are rare due to concerns about its feasibility. To assess the feasibility of WRC in young children, forty children, aged 4-6 years, were asked to follow a graded activity protocol while in a WRC. In addition, six children participated in two additional resting protocols to examine the effect of diet-induced thermogenesis on resting energy expenditure (REE) measures and the reliability of REE measurement. Refusals to participate and data loss were quantified as measures of practical utility, and REE measured after an overnight fast and after a 90-min fast were compared. In addition, both were compared to predicted BMR values using the Schofield equation. Our results showed that thirty (78·9 %) participants had acceptable data for all intensities of the activity protocol. The REE values measured after a 90-min fast (5·07 (sd 1·04) MJ/d) and an overnight fast (4·73 (sd 0·61) MJ/d) were not significantly different from each other (P = 0·472). However, both REE after an overnight fast and a 90-min fast were significantly higher than predicted BMR (3·96 (sd 0·18) MJ/d) using the Schofield equation (P = 0·024 and 0·042, respectively). We conclude that, with a developmentally sensitive approach, WRC is feasible and can be standardised adequately even in 4- to 6-year-old children. In addition, the effect of a small standardised breakfast, approximately 90 min before REE measurements, is likely to be small

Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language vocabulary task. Participants were 111 preschool children of 15 childcare centers, who were randomly assigned to one of four conditions. Participants had to learn 14 Italian words in a 4-week teaching program. They were tested on their memory for the words during, directly after, and 6 weeks after the program. In the integrated physical exercise condition, children enacted the actions indicated by the words to be learned in physical exercises. In the non-integrated physical exercise condition children performed physical exercises at the same intensity, but unrelated to the learning task. In the gesturing condition, children enacted the actions indicated by the words to be learned by gesturing while remaining seated. In the conventional condition, children verbally repeated the words while remaining seated. Results confirmed the main hypothesis, indicating that children in the integrated physical exercise condition achieved the highest learning outcomes. Implications of integrated physical exercise programs for preschool children’s cognition and health are discussed

Impact assessment effectiveness in Otago Regional and District Councils

The Resource Management Act (RMA, 1991) has been in place for over 28 years. Section 88 of the RMA (1991) requires ‘impact assessment’, under the name ‘Assessment of Environmental Effects’ (AEE) in accordance with Schedule 4 of the Act. There is a requirement for all resource consents, large and small, to have an accompanying AEE. There are a wide range of different forms of AEE that arise from different authorship. From a mother and father wanting to build a garage to multimillion-dollar infrastructure projects, all require an AEE. The wide scale of AEE presents challenges for planners. What is an effective AEE at these different scales? This research looks to answer this question through the perspective of planners working in a range of councils in the Otago region of the South Island of New Zealand. Effectiveness, as a component of impact assessment, is of growing academic interest. Several theories of how to interpret effectiveness exist. The most prominent theory evaluates impact assessment in relation to Procedural, Substantive, Transactive and Normative effectiveness. Interviews with planners working in councils, to understand their views of effectiveness, were the primary sources of information for this research. Processing planners from the Otago Regional Council, Dunedin City Council, Waitaki District Council, and Clutha District Council were interviewed. Other sources of information include the National Monitoring System data, which collects data related to RMA matters from councils around New Zealand, and a case study. These sources of data supported one another and helped to provide a greater level of certainty in the results of the research. This research compared the results of interviews, NMS data, and the case study to Procedural, Substantive, Transactive and Normative effectiveness. In general, impact assessment was found to be procedurally, substantively, and transactively effective, though specific problems were mentioned, particularly with regard to normative effectiveness. Procedurally, AEE adequately assess environmental effects. Substantively, planners were aware of the objectives of the legislation and were able to achieve substantive effectiveness throughout the AEE assessment process. Tools, such as non-formal communication, enabled a high level of transactive effectiveness. Normative effectiveness was the least well-attested with respondents recognising that barriers existed preventing AEE from being normatively effective. A common theme in the literature is to develop a general framework and then adapt it to the specific local conditions. There are a range of categorisations of effectiveness. Each framework assesses achievement of impact assessment in each category. This research sought to adopt a framework for effectiveness in New Zealand. The research showed that substantive matters are the primary form of effectiveness in New Zealand. All other forms of effectiveness are subservient to substantive aims of the RMA. There is a close relationship between substantive, procedural and transactive effectiveness. Normative effectiveness was less well attested, though there was recognition of systematic barriers preventing normative effectiveness from becoming more prominent in New Zealand

Wrist Accelerometer Cut Points for Classifying Sedentary Behavior in Children.

INTRODUCTION: This study aimed to examine the validity and accuracy of wrist accelerometers for classifying sedentary behavior (SB) in children. METHODS: Fifty-seven children (5-8 and 9-12 yr) completed an ~170-min protocol, including 15 semistructured activities and transitions. Nine ActiGraph (GT3X+) and two GENEActiv wrist cut points were evaluated. Direct observation was the criterion measure. The accuracy of wrist cut points was compared with that achieved by the ActiGraph hip cut point (≤25 counts per 15 s) and the thigh-mounted activPAL3. Analyses included equivalence testing, Bland-Altman procedures, and area under the receiver operating curve (ROC-AUC). RESULTS: The most accurate ActiGraph wrist cut points (Kim; vector magnitude, ≤3958 counts per 60 s; vertical axis, ≤1756 counts per 60 s) demonstrated good classification accuracy (ROC-AUC = 0.85-0.86) and accurately estimated SB time in 5-8 yr (equivalence P = 0.02; mean bias = 4.1%, limits of agreement = -20.1% to 28.4%) and 9-12 yr (equivalence P 0.05) and classification accuracy (ROC-AUC = 0.79-0.80) was lower than for ActiGraph hip and activPAL3. CONCLUSION: The most accurate SB ActiGraph (Kim) and GENEActiv (Schaefer) wrist cut points can be applied in children with similar confidence as the ActiGraph hip cut point (≤25 counts per 15 s), although activPAL3 was generally more accurate.This study was funded by the National Heart Foundation of Australia (G11S5975). DPC is supported by an Australian Research Council Discovery Early Career Researcher Award (DE140101588). ADO is supported by a National Heart Foundation of Australia Career Development Fellowship (CR11S 6099). TH is funded by a National Health and Medical Research Council Early Career Fellowship (APP1070571). The work of UE and SB is funded by the UK Medical Research Council (MC_UU_12015/3). ST is supported by the National Health and Medical Research Council Centre of Research Excellence on Sitting Time and Chronic Disease Prevention (APP1057608)

Increasing physical activity among young children from disadvantaged communities: Study protocol of a group randomised controlled effectiveness trial

Background: Participation in regular physical activity (PA) during the early years helps children achieve healthy body weight and can substantially improve motor development, bone health, psychosocial health and cognitive development. Despite common assumptions that young children are naturally active, evidence shows that they are insufficiently active for health and developmental benefits. Exploring strategies to increase physical activity in young children is a public health and research priority. Methods: Jump Start is a multi-component, multi-setting PA and gross motor skill intervention for young children aged 3–5 years in disadvantaged areas of New South Wales, Australia. The intervention will be evaluated using a two-arm, parallel group, randomised cluster trial. The Jump Start protocol was based on Social Cognitive Theory and includes five components: a structured gross motor skill lesson (Jump In); unstructured outdoor PA and gross motor skill time (Jump Out); energy breaks (Jump Up); activities connecting movement to learning experiences (Jump Through); and a home-based family component to promote PA and gross motor skill (Jump Home). Early childhood education and care centres will be demographically matched and randomised to Jump Start (intervention) or usual practice (comparison) group. The intervention group receive Jump Start professional development, program resources, monthly newsletters and ongoing intervention support. Outcomes include change in total PA (accelerometers) within centre hours, gross motor skill development (Test of Gross Motor Development-2), weight status (body mass index), bone strength (Sunlight MiniOmni Ultrasound Bone Sonometer), self-regulation (Heads-Toes-Knees-Shoulders, executive function tasks, and proxy-report Temperament and Approaches to learning scales), and educator and parent self-efficacy. Extensive quantitative and qualitative process evaluation and a cost-effectiveness evaluation will be conducted. Discussion: The Jump Start intervention is a unique program to address low levels of PA and gross motor skill proficiency, and support healthy lifestyle behaviours among young children in disadvantaged communities. If shown to be efficacious, the Jump Start approach can be expected to have implications for early childhood education and care policies and practices, and ultimately a positive effect on the health and development across the life course

High-Quality Draft Genome Sequence of Desulfovibrio carbinoliphilus FW-101-2B, an Organic Acid-Oxidizing Sulfate-Reducing Bacterium Isolated from Uranium(VI)-Contaminated Groundwater.

Desulfovibrio carbinoliphilus subsp. oakridgensis FW-101-2B is an anaerobic, organic acid/alcohol-oxidizing, sulfate-reducing δ-proteobacterium. FW-101-2B was isolated from contaminated groundwater at The Field Research Center at Oak Ridge National Lab after in situ stimulation for heavy metal-reducing conditions. The genome will help elucidate the metabolic potential of sulfate-reducing bacteria during uranium reduction