Physical activity among Latino children in London, Ontario: An assessment of physical activity levels, sedentary behaviours, and physical activity-related barriers and facilitators

The purpose of the study was to assess the physical activity (PA) levels, sedentary behaviours, and PA-related barriers and facilitators of a sample of Latino children in London, Canada. Forty boys and 34 girls (mean age = 11.4 years) completed questionnaires related to PA levels, sedentary behaviours, and PA-related barriers and facilitators, and 64 of these children wore an accelerometer for 4 consecutive days. Children spent an average of 53 minutes per day in moderate-to-vigorous PA. The average daily sedentary time for participants was 8.6 hours, and subjective measures revealed that participants spent 3.8 hours per day in front of screens. Participants identified a number of barriers to PA, including environmental factors, a lack of resources, reduced opportunities for PA, a lack of motivation, and a lack of time. PA-related facilitators included motivation, opportunities for skill development, social support, and physical fitness goals

Healthy and Happy: Creating and Evaluating a Catalyst to Improve the Health of University Students via an Online Training System

Increasingly, university students are facing unique, significant physical and mental health challenges. Additionally, they are spending more and more of their time online and are using online platforms to access mental health resources; consequently, there is a timely opportunity to explore the potential of online happiness interventions, specifically with video, to improve happiness among university students. Evidence suggests that improved happiness relates to improved physical health, mental health, and academic outcomes. The purpose of this research was to test if an online happiness intervention, using videos to boost happiness, can increase self-reported happiness among university students. The primary outcome was self-reported happiness, and secondary outcomes included self-reported lifestyle measures such as weight, confidence in goal setting abilities, satisfaction with accomplishing daily tasks, exercise, sleep, stress, tobacco use, illicit drug use, alcohol consumption, social issues, number of close friends, leisure activities, and gratitude. Additionally, feedback regarding the online program and video modules was collected. A total of 114 students participated in this four-week, online study. Data were collected through online self-report questionnaires. Comparisons of pre and post scores on the primary and secondary outcomes measures were conducted and qualitative feedback about the video was collected. Evaluation consisted of online self-report questionnaires. This study demonstrated that not only are students interested in participating in online programs to boost self-reported happiness, but it is also possible to increase the self-reported happiness of university student via online videos. All five measures used to assess self-reported happiness revealed an increase in scores over the duration of the study; the increase was statistically significant for four of the five measures (p \u3c 0.05). An analysis to examine the characteristics of those who dropped out of the study from those who completed the study add additional support to the evidence that screening and sub-categorizing participants prior to an intervention in an effort to increase engagement and to meet the unique needs of individuals with particularly characteristics, may be efficacious and may increase retention. The results provide new, valuable information to add to the body of work that suggests that happiness interventions may improve the self-reported happiness of undergraduate university students

The Physical Activity Levels and Sedentary Behaviors of Latino Children in London (Ontario, Canada)

OBJECTIVE: To assess the physical activity and sedentary behaviors of a sample of Latino children in London, Ontario, Canada. METHODS: Seventy-four Latino children (54.1% male; mean age = 11.4) completed self-report questionnaires related to physical activity and sedentary behaviors. A subset of children (n = 64) wore Actical (Mini Mitter, Respironics) accelerometers for a maximum of four days. RESULTS: Latino children self-reported moderate levels of physical activity (i.e., mean score of 2.8 on 5-point scale). Accelerometer data revealed that children spent an average of 50.0 min in moderate-to-vigorous physical activity (MVPA; 59.2 min on weekdays and 50.6 min on weekend days) and were sedentary for an average of 8.4 h (508.0 min) per day (533.5 min on weekdays and 497.7 min on weekend days). Children reported spending an average of 3.8 h (228 min) daily in front of screens--1.7 h (102 min) watching television, 1.2 h (72 min) on the computer, and 0.9 h (54 min) playing video games. CONCLUSIONS: This feasibility project provided a preliminary account of objectively measured daily physical activity and sedentary time among a sample of Latino children in Canada, as well as insight into the challenge of measuring these behaviors. Sedentary behavior reduction techniques should be explored and implemented in this young population, along with strategies to promote adherence to accelerometer protocols

The Physical Activity Levels and Sedentary Behaviours of Latino Children in Canada

Objective: To assess the physical activity and sedentary behaviors of a sample of Latino children in London, Ontario, Canada. Methods: Seventy-four Latino children (54.1% male; mean age = 11.4) completed self-report questionnaires related to physical activity and sedentary behaviors. A subset of children (n = 64) wore Actical (Mini Mitter, Respironics) accelerometers for a maximum of four days. Results: Latino children self-reported moderate levels of physical activity (i.e., mean score of 2.8 on 5-point scale). Accelerometer data revealed that children spent an average of 50.0 min in moderate-to-vigorous physical activity (MVPA; 59.2 min on weekdays and 50.6 min on weekend days) and were sedentary for an average of 8.4 h (508.0 min) per day (533.5 min on weekdays and 497.7 min on weekend days). Children reported spending an average of 3.8 h (228 min) daily in front of screens—1.7 h (102 min) watching television, 1.2 h (72 min) on the computer, and 0.9 h (54 min) playing video games. Conclusions: This feasibility project provided a preliminary account of objectively measured daily physical activity and sedentary time among a sample of Latino children in Canada, as well as insight into the challenge of measuring these behaviors. Sedentary behavior reduction techniques should be explored and implemented in this young population, along with strategies to promote adherence to accelerometer protocols

"Pause-2-Play": a pilot schoolbased obesity prevention program

OBJECTIVES: "Pause-2-Play" is an obesity prevention program targeting screen-related sedentary behaviours and increasing physical activity among elementary school students. The program consisted of a Behavioural Modification Curriculum and a Health Promoting Afterschool Program. This pilot study reports program feasibility, practicability, and impact. METHODS: the 12-week pilot program was implemented with 32 grade five and six students. Program feasibility and practicability were assessed using a qualitative approach. Intervention effects were assessed by comparing pre-post changes in BMI, body composition, fitness scores, screen time, and cognitive variables related to screening viewing behaviours. RESULTS: "Pause-2-Play" was perceived as a useful, fun program with numerous benefits including: children trying new snacks, feeling fitter and better about one's own body shape, and becoming more aware of a healthy lifestyle. The intervention resulted in a statistically significant reduction in percent body fat and an increase in fat-free mass index in overweight children; a decrease in waist circumference and an increase in fat-free mass index were observed in normal weight children. The intervention also statistically improved fitness scores in both normal weight and overweight children. CONCLUSIONS: "Pause-2-Play" was feasible, practical, and favourably changed body composition and fitness level