Temporal patterns of physical activity and sedentary behavior in 10-14 year-old children on weekdays

Background: An important but often ignored aspect of physical activity (PA) and sedentary behavior (SB) is the chronological succession of activities, or temporal pattern. The main purposes of this study were (1) to investigate when certain types of PA and SB compete against each other during the course of the day and (2) compare intensity-and domain-specific activity levels during different day-segments. Methods: The study sample consists of 211 children aged 10-14, recruited from 15 primary and 15 secondary schools. PA was assessed combining the SenseWear Mini Armband (SWM) with an electronic activity diary. The intensity-and domain-specific temporal patterns were plotted and PA differences between different day-segments (i.e., morning, school, early evening and late evening) were examined using repeated-measures ANCOVA models. Results: Physical activity level (PAL) was highest during the early evening (2.51 METSWM) and school hours (2.49 METSWM); the late evening segment was significantly less active (2.21 METSWM) and showed the highest proportion of sedentary time (54 % of total time-use). Throughout the different day-segments, several domains of PA and SB competed with each other. During the critical early-evening segment, screentime (12 % of time-use) and homework (10 %) were dominant compared to activity domains of sports (4 %) and active leisure (3 %). The domain of active travel competed directly with motor travel during the morning (5 % and 6 % respectively) and early-evening segment (both 8 %). Conclusions: Throughout the day, different aspects of PA and SB go in competition with each other, especially during the time period immediately after school. Detailed information on the temporal patterns of PA and SB of children could help health professionals to develop more effective PA interventions and promotion strategies. By making adaptations to the typical day schedule of children (e.g., through the introduction of extra-curricular PA after school hours), their daily activity levels might improve

Using image-based modelling (SfM-MVS) to produce a 1935 ortho-mosaic of the Ethiopian highlands

Approximately 34,000 aerial photographs covering large parts of Ethiopia and dating back to 1935-1941 have been recently recovered. These allow investigating environmental dynamics for a past period that until now is only accessible from terrestrial photographs or narratives. As the archive consists of both oblique and vertical aerial photographs that cover rather small areas, methods of image-based modelling were used to orthorectify the images. In this study, 9 vertical and 18 low oblique aerial photographs were processed as an ortho-mosaic, covering an area of 25 km(2), west of Wukro town in northern Ethiopia. Using 15 control points (derived from Google Earth), a Root Means Square Error of 28.5 m in X 35.4 m in Y were achieved. These values can be viewed as optimal, given the relatively low resolution and poor quality of the imagery, the lack of metadata, the geometric quality of the Google Earth imagery and the recording characteristics. Land use remained largely similar since 1936, with large parts of the land being used as cropland or extensive grazing areas. Most remarkable changes are the strong expansion of the settlements as well as land management improvements. In a larger effort, ortho-mosaics covering large parts of Ethiopia in 1935-1941 will be produced

Brede school met sportaanbod: samenwerken doet bewegen

status: publishe

Autonomous motivation mediates the relation between goals for physical activity and physical activity behavior in adolescents

status: publishe

Convergent and divergent validity between the KTK and MOT 4-6 motor tests in early childhood

The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (r = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (r = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Children's motor competence should therefore not be judged based on the result of a single test

Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample

AIM: This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. METHODS: FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. RESULTS: More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. CONCLUSION: This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms

NORMCONSTRUCT: Results of the collaborative assessment experiment for the validation of the precision of CEN/TS 17216

Among the non-energy extractive industries in the EU, the construction minerals sector is the largest one. These minerals may contain enhanced levels of natural radioactivity. CEN/TS 17216 aims at providing a reference method for the determination of the activity of the radionuclides Ra-226, Th-232 and K-40 in construction products using semiconductor gamma-ray spectrometry. The method is developed by CEN/TC 351/WG 3 "Construction products: Assessment of release of dangerous substances Radiation from construction products" under Commission mandate M/366 which provides for the preparation of horizontal measurement/test methods in support of performance assessment of construction products (CE marking in the frame of the Construction Products Regulation, CPR). The precision of the method was evaluated with six construction products, analysed by 15 laboratories in a collaborative assessment. The reproducibility relative standard deviation for Ra-226 is 12.6 (5.4) %, for Th-232 it is 7.7 (3.2) % and for K-40 it is 8.3 (5.0) %. The bias of the method was re-assessed. The relative bias for Ra-226 is -7.5 (5.8) %, for Th-232 it is -1.8 (3.8) %, for K-40 it is 3.2 (2.4) %. All biases are insignificant at a 95 % confidence level. The bias for Ra-226 is the highest, but still insignificant caused by the higher reproducibility for Ra-226. The values for precision and bias are shown with their standard uncertainty in parentheses and apply within a limited validity range, specified in the report.JRC.G.II.6 - Nuclear Data and Measurement Standard

Connecter les leçons d'éducation physique avec les activités lors des cours de récréation pour augmenter l'activité physique des élèves

L’organisation mondiale de la santé recommande d’atteindre au moins 60 minutes d’activité physique modérée à vigoureuse par jour pour les élèves âgés de 5 à 17 ans. Cependant, de nombreuses études montrent que cet objectif n’est pas atteint. Cet article présente une voie prometteuse pour soutenir l’activité physique des élèves du primaire, en connectant les leçons d’éducation physique avec les activités vécues lors des cours de récréation. Des recommandations concrètes sont également présentées pour aider les enseignants d’éducation physique