Mode of Commuting TO and FROM School: A Similar or Different Pattern

The aims of this study were: a) to analyse the association between the mode of commuting to go and come back from school and b) to analyse the association between the usual mode of commuting and weekly counts of school trips by mode of commuting to and from school. Methods: A total of 5960 students (7–20 year old) participated in the study fulfilling the Mode and Frequency of Commuting to and from School Questionnaire. This is a self-reported questionnaire that included questions about personal data and the usual and weekly mode of commuting to go and come back from school. Results: There were differences between the modes of commuting to and from school in commuting by car and on foot in children and adolescents and by bus only in adolescents (all p < 0.001). Reporting a usual mode of commuting indicated 7.7 travels/week (the maximum number of journeys is 10) using that same mode. Conclusion: Our results show the importance of assessing the mode of commuting in both directions and only one recall period (i.e., usual or the weekly mode of commuting).This study was supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE) and by the Spanish Ministry of Education under grant [FPU13/01088]. Additionally, this study takes place thanks to funding from the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES), and by the Junta de Andalucía, Consejeria de Conocimiento, Investigación y Universidades and European Regional Development Fund (ERDF) [SOMM17/6107/UGR]

Higher independent mobility to school among adolescents: A secondary analysis using cross-sectional data between 2010 and 2017 in Spanish youth

The PACO Study was supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE), and Spanish Ministry of Education and Vocational Training (FPU17/03934). This study has been partially funded by the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES), and by the Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, European Regional Development Fund (ERDF), ref. SOMM17/6107/UGR. This study is part of a PhD thesis conducted in the Official Doctoral Program in Biomedicine of the University of Granada, SpainThe team would like to acknowledge the support of the following Spanish research centres and local/regional public institutions in providing data used in this study: Auguria, Agenda 21, University of Cádiz, University of Valencia, Autonomous University of Barcelona, University of Zaragoza, La Biciclante, La Ciclería, City Council of Zaragoza, University Carlos III and University of Granada.Aim: To describe and to analyse the associations between independent mobility to school (IM) with gender and age in Spanish youth aged 6–18 years old from 2010 to 2017. Moreover, to study the changes in the rates of IM from 2010 to 2017 by gender and age. Methods: Cross-sectional data were obtained from 11 Spanish studies. The study sample comprised 3460 children and 1523 adolescents. Logistic regressions models (IM with gender and age) and multilevel logistic regressions (IM with time period) were used. Results: Boys had higher odds ratio (OR) of IM than girls in children (OR = 1.86; CI: 1.50–2.28, p < 0.01). Adolescents showed higher IM than children: 12–14 years old (OR: 6.30; CI: 1.65–23.97) and 14–16 years old (OR: 7.33; CI: 1.18–45.39) had higher IM than 6–8 years old for boys (all, p < 0.05). Moreover, 12–14 years old (OR: 4.23; CI: 1.01–17.81) had higher IM than 6–8 years old for girls (p < 0.001). IM was not associ- ated with the time period. Conclusion: The IM is higher in boys and in adolescents, highlighting the relevance to promote IM strategies targeting girls and children. In these strategies is essential the support of researchers, public health practitioners and families to achieve positive results.Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund, Grant/Award Number: DEP2016-75598-RSpanish Ministry of Education and Vocational Training, Grant/Award Number: FPU17/03934Funding for open access charge: Universidad de Granada / CBU

Is independent mobility influenced by age and gender in primary school children from Granada?

Trabajar comportamientos saludables y fomentar la autonomía en niños desde el centro educativo es fundamental. El presente estudio pretende analizar las relaciones entre la movilidad independiente con edad y género en niños de 6 a 12 años de Granada. Un total de 1143 niños de Granada participaron en el estudio cumplimentando un cuestionario sobre hábitos de movilidad al centro educativo. Para analizar las asociaciones se usaron regresiones logísticas. Los chicos presentaron un mayor porcentaje de movilidad independiente que las chicas. Se encontraron diferencias significativas en el porcentaje de movilidad independiente entre todos los grupos de edad por género. Trabajar comportamientos saludables desde la etapa de primaria podría aumentar la autonomía de los niños españoles.Nowadays, a significant percentage of children do not accumulate the recommended amount of daily physical activity. The present study aims to analyze the relationships between independent mobility with age and gender in Spanish children aged 6 to 12 years old from Granada. A total of 1143 children from Granada participated in the study by completing a questionnaire on mobility habits at the school. To analyze the associations, logistic regressions were used. Boys presented higher levels of independent mobility than girls. Significant differences were found in the percentage of independent mobility between all age groups by gender. Working healthy behaviors since the primary school could increase the autonomy of Spanish children

Influence of distance, area, and cultural context in active commuting: Continental and insular children

Additionally, this study takes place thanks to funding from the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES). To PACO project (Pedalea y Anda al Cole), from PROFITH group, University of Granada. To CONICYT PAI-MEC program, from Education Ministry of Chile and to Carmen Sainz Quinn of Granada University for English revision and correction of the document. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Commuting by walking or cycling is a way to increase physical activity levels. The objective of this article was to determine the modes of commuting to school and the distance and time of the way to school among children from Easter Island and from the mainland (Valparaíso), in Chile. A total of 666 children and adolescents aged 10 to 18 years old (208 from Easter Island and 458 from Valparaíso) participated and completed a valid questionnaire including data about age, gender, usual commuting mode to and from school, distance, and travel time. There are important differences in the mode of commuting between students of Valparaíso and Easter Island. Private transport is more commonly used in Valparaíso than in Easter Island (p<0.001). Furthermore, it was observed that cycling and public transportation are not used as mode of commuting in Valparaíso and Easter Island respectively. Students from Easter Island, who travel more distance and during more time, are more active than students from Valparaíso (going 24.8% and 17.6%; from: 61% and 28.8% respectively). This situation is influenced by the geographic context of the island, the distances from home to school, and the type of commuting, which fosters the level of active commuting. On the other hand, the passive modes of commuting to school are higher in the mainland urban setting of Valparaíso. It is necessary to study the diverse contexts of the Easter Island population, but, for now, the rural setting of Easter Island seems to be associated with a greater level of active commuting to school.This study was supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE)

Objective Measurement of the Mode of Commuting to School Using GPS: A Pilot Study

Active commuting to school (ACS) is a promising strategy to increase the daily physical activity (PA) in youths. However, more studies are required to objectively quantify the mode of commuting to school, as well as the health impact of this behavior. Thus, the aims of this study were: (1) to objectively determine the mode of commuting to school using GPS; (2) to quantify the sedentary time, PA levels, energy expenditure, and the steps derived from each mode of commuting; and (3) to analyze the associations between ACS trips and sedentary time, PA, energy expenditure, and steps. A total of 115 trips were recorded. Most trips were performed by walk (49.5%), followed by vehicle (39.1%) and mixed transport (11.3%). In the active school trips, youths were less likely to spend minutes in sedentary behaviors (OR: 0.481, p = 0.038), a higher increase on Metabolic-Equivalent of Task (METs) (OR: 5.497, p = 0.013), and greater steps (OR: 1.004, p = 0.029) than in the passive school trips (both active and passive modes were objectively measured). ACS (mainly walking) contribute to higher METs and steps in adolescents. GPS could be an appropriate method to objectively evaluate the PA variables related to the ACS trips.This study was supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE). Additionally, this study takes place thanks to funding from the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES). To PACO project (Pedalea y Anda al Cole), from PROFITH group, University of Granada

Первичная сексуально−эротическая дезадаптация как причина внебрачных связей супругов

Показаны закономерности развития, проявления и течения сексуально−эротической формы первичной дезадаптации супругов, имеющиеся у них варианты и разновидности сексуальной дезадаптации. Описаны причины, частота и характер обусловленных этой формой дезадаптации внебрачных связей, моральные качества и личностные особенности супругов, способствующие совершению ими супружеских измен. Дается рекомендация учитывать полученные в исследовании данные при психотерапевтической коррекции сексуально−эротической дезадаптации и разработке системы психопрофилактики сопровождающего ее внебрачного секса.The regularities of development, manifestations and course of sexual−erotic form of primary spouse dysadaptation as well as the variants and varieties of dysadaptation are shown. The causes, frequency and character of extramarital relations due to this form of dysadaptation, moral qualities and personality peculiarities of the spouses providing marital unfaithfulness are described. It is recommended to consider the received information in psychopreventive correction of sexual−erotic dysadaptation and working out the system of psychoprevention of the extramarital sex

Testing the Mystic School Mobile Application to Promote Active Commuting to School in Spanish Adolescents: The PACO Study

Active commuting to and/or from school (ACS) is an opportunity to increase daily physical activity (PA) levels in young people. Mobile-device interventions focused on promoting the practice of health-related PA can be more cost-effective than traditional interventions in this population. Objective: To analyze the adolescents’ opinion of the mobile application (app) Mystic School, which was designed to promote ACS in Spanish adolescents. Methods: A total of 44 students (14–15 years old) from Granada and Jaén participated in the test of the Mystic School app during two phases: phase 1 (n = 10) for 2 weeks and phase 2 (n = 34) for 1 month. Each phase included an app presentation, a follow-up, and focus group sessions. The qualitative analysis was carried out through NVivo software. Results: In phase 1, adolescents reported improvements in the design and functioning, such as the avatar movement, virtual steps utilities, and multiplayer function. These suggestions were included in phase 2. After phase 2, adolescents reported that it is important to add the possibility of playing without an Internet connection to the game, to include more competitive options, prizes, and to increase the difficulty of the levels. In both phases, problems with the step number counting remained. Conclusion: The Mystic School app can be a useful tool for the physical education teacher to integrate the content from this curriculum related to the promotion of PA, such as ACS.Spanish GovernmentEuropean CommissionUniversity of Granada Plan Propio de Investigacion 2016-Excellence actions: Unit of Excellence on Exercise and Health (UCEES) DEP2016-75598-RJunta de AndaluciaConsejeria de Conocimiento, Investigacion y UniversidadesEuropean Commission SOMM17/6107/UG

Association of objectively measured physical activity and sedentary time with health-related quality of life in women with fibromyalgia: The al-Ándalus project

Purpose: To examine the association of physical activity (PA) intensity levels and sedentary time with health-related quality of life (HRQoL) in women with fibromyalgia and whether patients meeting the current PA guidelines present better HRQoL. Methods: This cross-sectional study included 407 women with fibromyalgia aged 51.4 § 7.6 years. The time spent (min/day) in different PA intensity levels (light, moderate, and moderate-to-vigorous physical activity (MVPA) and sedentary time were measured with triaxial accelerometry. The proportion of women meeting the American PA recommendations (>150 min/week of MVPA in bouts >10 min) was also calculated. HRQoL domains (physical function, physical role, bodily pain, general health, vitality, social functioning, emotional role, and mental health), as well as physical and mental components, were assessed using the 36-item Short-Form Health Survey. Results: All PA intensity levels were positively correlated with different HRQoL dimensions (rpartial between 0.10 and 0.23, all p < 0.05). MVPA was independently associated with social functioning (p < 0.05). Sedentary time was independently associated with physical function, physical role, bodily pain, vitality, social functioning, and both the physical and mental component summary score (all p < 0.05). Patients meeting the PA recommendations presented better scores for bodily pain (mean = 24.2 (95%CI: 21.3-27.2) vs. mean = 20.4 (95%CI: 18.9-21.9), p = 0.023) and better scores for social functioning (mean = 48.7 (95%CI: 43.9-44.8) vs. mean = 42.3 (95%CI: 39.8-44.8), p = 0.024). Conclusion: MVPA (positively) and sedentary time (negatively) are independently associated with HRQoL in women with fibromyalgia. Meeting the current PA recommendations is significantly associated with better scores for bodily pain and social functioning. These results highlight the importance of being physically active and avoiding sedentary behaviors in this population.This study was supported by the Spanish Ministries of Economy and Competitiveness (I+D+i DEP2010-15639; I+D+I DEP2013-40908-R, BES-2014- 067612) and the Spanish Ministry of Education (FPU 13/ 01088; FPU 15/00002)

Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents

The aim of this study was to examine the convergent validity of self-reported diary times for commuting to and from school with device-measured positional data (Global Positioning System; GPS) in Spanish adolescents. Methods: Cross-sectional data were obtained from four Spanish public secondary schools in 2021, comprising 47 adolescents and 141 home-school and school-home trips. Participants self-reported the time they left and arrived at home and school through a commuting diary. They wore a GPS device recording the objective time during three trips (i.e., one home-school trip and two school-home trips). Agreement between commuting diary and GPS data regarding home-school trips and school-home trips was evaluated using Bland-Altman plots. Results: Total commuting time differed by 1 min (95% limits of agreement were 16.1 min and -18.1 min) between subjective and objective measures (adolescents reported 0.8 more minutes in home-school trips and 1 more minute in school-home trips compared to objective data). Passive commuters reported 0.7 more minutes and active commuters reported 1.2 more minutes in the total commuting time compared to objective data. Conclusions: Self-reported commuting diaries may be a useful tool to obtain commuting times of adolescents in epidemiological research or when tools to measure objective times are not feasible.Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE)Spanish Ministry of Education and Vocational Training (FPU17/03934, FPU18/04251)University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence, Unit of Excellence on Exercise and Health (UCEES)Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, European Regional Development Fund (ERDF), ref. SOMM17/6107/UGRInstituto de Salud Carlos III through the fellowship CP20/00178 European Social Fun

Psychometric Characteristics of a Commuting-to-School Behaviour Questionnaire for Families

The purposes of this study were: (a) to describe the patterns of modes of commuting to school (children) and to work (parents) separated by gender and age, (b) to validate the questions on children’s mode of commuting to and from school according to their parents, and (c) to analyse the reliability of a family questionnaire focused on commuting to school behaviours. A total of 611 parents (mean age: 43.28 6.25 years old) from Granada (Spain) completed “Family commuting-to-school behaviour” questionnaire in two sessions separated by 14 days, (2016 and 2018). The validation between family and children’s questions was assessed using the Kappa and Spearman correlation coe cients, and the test–retest reliability within the family questions was assessed using the Kappa and the weighted Kappa. The children’s modes of commuting to school (mean age: 11.44 2.77 years old) were mainly passive (57.7% to school) while parents’ modes of commuting to work were mainly active (71.6%). The validity of the mode of commuting was significant with high Kappa and Spearman coe cients. The test–retest reliability presented a good agreement for the mode of commuting to school in children, distance and time to school, and the mode of commuting to work in parents, while the questions on acceptable distance to walk or cycle to school showed a moderate to good agreement. The “Family commuting-to-school behaviour” questionnaire could be a useful tool to assess the mode of commuting of children, distance and time to school for researchers and practitioners.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Regional Development Fund (MINECO/FEDER, UE) DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)Junta de AndalucíaEuropean Union (EU) SOMM17/6107/UGRJunta de AndalucíaEuropean Social Fund (ESF