Social support for youth physical activity: Importance of siblings, parents, friends and school support across a segmented school day

<p>Abstract</p> <p>Background</p> <p>Whilst evidence exists for the influence of encouragement on physical activity participation, the diversity of support sources and the type of physical activity examined previously is limited. This study examined the importance of perceived encouragement from parents, siblings/cousins, friends, and schools on participation levels across three time-specific activity opportunities that are available during a school day (after-school physical activities, lunchtime activity, and active transportation to and from school).</p> <p>Methods</p> <p>A cross-sectional sample of 12–18 year old high school students (n = 3,471) were recruited from low SES schools within South Auckland, New Zealand and categorised as either Junior (Years 9–11) or Senior (Years 12 & 13) students. Participants reported their physical activity levels and quantity of encouragement received from their parent(s), friend(s), sibling(s)/cousin(s), and school to be active. For each physical activity variable participants were dichotomized as being either "active" or "less active". For each social support source, participants were grouped into either receiving "high" or "low" levels of support. Binary logistic regression analyzes were conducted to calculate odd ratios and 95% confidence intervals.</p> <p>Results</p> <p>Low parental support (Juniors, OR: 0.47, 95% CI: 0.38–0.58; Seniors, OR: 0.41, 95% CI: 0.29–0.60) and low peer support (Juniors, OR: 0.61, 95% CI: 0.51–0.74; Seniors, OR: 0.49, 95% CI: 0.35–0.69) were associated with reduced odds of being regularly active after school. For lunchtime activity, low peer support (Juniors, OR: 0.39, 95% CI: 0.32–0.48; Seniors, OR: 0.41, 95% CI: 0.29–0.57) was associated with reduced odds of being categorized as active. While no variables were significantly related to active transportation among senior students, low peer support was associated with reduced odds of actively commuting for Junior students (OR: 0.78, 95% CI: 0.66–0.92). Irrespective of the activity examined, no significant difference was noted for students receiving high support from two parents than students reporting high support from their sole parent in a single parent family.</p> <p>Conclusion</p> <p>The importance of encouragement from parents, siblings, friends, and schools on physical activity is dependant on the time-specific activity examined. It is clear that proximal social networks need to be considered during the development of physical activity promotion strategies.</p

What factors are associated with adolescents\u27 school break time physical activity and sedentary time?

Purpose Adolescents\u27 physical activity levels during school break time are low and understanding correlates of physical activity and sedentary time in this context is important. This study investigated cross-sectional and longitudinal associations between a range of individual, behavioural, social and policy/organisational correlates and objectively measured school break time physical activity and sedentary time.Methods In 2006, 146 adolescents (50% males; mean age = 14.1&plusmn;0.6 years) completed a questionnaire and wore an accelerometer for &ge;3 school days. Time spent engaged in sedentary, light (LPA) and moderate-to-vigorous physical activity (MVPA) during school break times (recess and lunchtime) were calculated using existing cut-points. Measures were repeated in 2008 among 111 adolescents. Multilevel models examined cross-sectional and longitudinal associations.Results Bringing in equipment was cross-sectionally associated with 3.2% more MVPA during break times. Females engaged in 5.1% more sedentary time than males, whilst older adolescents engaged in less MVPA than younger adolescents. Few longitudinal associations were observed. Adolescents who brought sports equipment to school engaged in 7.2% less LPA during break times two years later compared to those who did not bring equipment to school.Conclusion These data suggest that providing equipment and reducing restrictions on bringing in sports equipment to school may promote physical activity during school recess. Strategies targeting females\u27 and older adolescents\u27, in particular, are warranted.<br /

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

BackgroundThe school environment influences children&rsquo;s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.MethodsFour hundred and seven children (6&ndash;11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children&rsquo;s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.ResultsBoys were significantly (p&thinsp;&lt;&thinsp;0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p&thinsp;&lt;&thinsp;0.001) and very high (p&thinsp;&lt;&thinsp;0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p&thinsp;&lt;&thinsp;0.001 and p&thinsp;&lt;&thinsp;0.05, respectively) and vigorous (p&thinsp;&lt;&thinsp;0.001) physical activity than low-SES boys.ConclusionsDifferences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.<br /

Effects of a peer-led Walking In ScHools intervention (the WISH study) on physical activity levels of adolescent girls: a cluster randomised pilot study.

School-based interventions may be effective at increasing levels of physical activity (PA) among adolescents; however, there is a paucity of evidence on whether walking can be successfully promoted to increase PA in this age group. This pilot study aimed to assess the effects of a 12-week school-based peer-led brisk walking programme on levels of school-time PA post intervention

Feasibility, design and conduct of a pragmatic randomized controlled trial to reduce overweight and obesity in children: The electronic games to aid motivation to exercise (eGAME) study

<p>Abstract</p> <p>Background</p> <p>Childhood obesity has reached epidemic proportions in developed countries. Sedentary screen-based activities such as video gaming are thought to displace active behaviors and are independently associated with obesity. Active video games, where players physically interact with images onscreen, may have utility as a novel intervention to increase physical activity and improve body composition in children. The aim of the Electronic Games to Aid Motivation to Exercise (eGAME) study is to determine the effects of an active video game intervention over 6 months on: body mass index (BMI), percent body fat, waist circumference, cardio-respiratory fitness, and physical activity levels in overweight children.</p> <p>Methods/Design</p> <p>Three hundred and thirty participants aged 10–14 years will be randomized to receive either an active video game upgrade package or to a control group (no intervention).</p> <p>Discussion</p> <p>An overview of the eGAME study is presented, providing an example of a large, pragmatic randomized controlled trial in a community setting. Reflection is offered on key issues encountered during the course of the study. In particular, investigation into the feasibility of the proposed intervention, as well as robust testing of proposed study procedures is a critical step prior to implementation of a large-scale trial.</p> <p>Trial registration</p> <p>Australian New Zealand Clinical Trials Registry ACTRN12607000632493</p

Physical activity : what do high school students think?

Purpose: To explore the views high school students have about various physical activity contexts and their ideas of potential physical activity promoting strategies. Methods: Forty-four students from New Zealand high schools with a low decile rating participated in one of nine focus groups. All groups were separated by gender and ethnicity (Māori, New Zealand European). A standardized semi-structured schedule that included key questions and prompts was used. Thematic induction of the raw data was conducted using the long table approach. Results: Perceived benefits of physical activity participation centered on fun, achievement, and physical-related factors. Key barriers to physical activity engagement included lack of peer social support and low accessibility to, and availability of, physical activity opportunities. The structure of physical education (PE) classes was a barrier noted by females. Distance was consistently articulated as a barrier to commuting actively to school. Reflective of the barriers raised by participants, self-identified strategies to promote physical activity participation included environmental modifications such as (1) increasing social support from peers, (2) improving availability of, and accessibility to, activities at school and in their neighborhood, (3) providing organized activities at school, and (4) restructuring physical education classes. Conclusion: In line with the current understandings of barriers to physical activity participation, youth perceptions were focused toward environmental factors, both social and physical, thereby supporting further development of environment-focused interventions. The potential of the peer, school, neighborhood, and home strategies reported in our study need to be considered in future initiatives targeting youth physical activity