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Author: Amanda Marie Harvey
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
Objective: This study examined the prevalence of physical activity of secondary students in Ontario and Alberta, Canada. This study also examined between school variability in physical activity levels, and identified school and student level characteristics that are associated with physical activity. Methods: This cross sectional study used the COMPASS Year 2 data. This data contained information on 79 secondary schools in Ontario and 10 in Alberta, as well as student level information on 45,298 grade 9 to 12 students who attend those schools. Multilevel modeling was used to examine associations between physical activity and school and student level characteristics. Physical activity is measured by three outcome measures: achieving 60 minutes of moderate to vigorous physical activity (MVPA) daily, achieving the Canadian Society for Exercise Physiology's (CSEP) guideline for youth physical activity (achieving 60 minutes of MVPA daily as well as achieving at least 3 days per week of vigorous physical activity and resistance training), and as a continuous measure of energy expenditure (kilocalories/kilogram/day (KKD)).
Author: Amanda Marie Harvey
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
Objective: This study examined the prevalence of physical activity of secondary students in Ontario and Alberta, Canada. This study also examined between school variability in physical activity levels, and identified school and student level characteristics that are associated with physical activity. Methods: This cross sectional study used the COMPASS Year 2 data. This data contained information on 79 secondary schools in Ontario and 10 in Alberta, as well as student level information on 45,298 grade 9 to 12 students who attend those schools. Multilevel modeling was used to examine associations between physical activity and school and student level characteristics. Physical activity is measured by three outcome measures: achieving 60 minutes of moderate to vigorous physical activity (MVPA) daily, achieving the Canadian Society for Exercise Physiology's (CSEP) guideline for youth physical activity (achieving 60 minutes of MVPA daily as well as achieving at least 3 days per week of vigorous physical activity and resistance training), and as a continuous measure of energy expenditure (kilocalories/kilogram/day (KKD)).
Author: Katherine Owen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 219
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"Introduction: Physical activity could promote students' school engagement (i.e., level of active participation in school activities, positive reactions to school, and investment in school) and academic performance. Studies have found that single bouts of physical activity and regular physical activity promote educational outcomes, including school engagement and academic performance. However, as these studies have not objectively measured single bouts of physical activity or regular physical activity across multiple time points, there is uncertainty as to whether physical activity is beneficial. Therefore, the primary objective of this thesis was to examine the relationship between objectively measured physical activity and school engagement. The secondary objective was to examine the relationship between objectively measured physical activity and academic performance.Methods: The study designs utilised included a systematic review and meta-analysis (Study 1), a cross-sectional study (Study 2), and a longitudinal study (Study 3). The meta-analysis combined the results from 38 studies using a structural equation modelling approach to meta-analysis. The cross-sectional and longitudinal studies recruited a cohort of 2,194 Australian adolescents (M.=.13.40 years, SD.=..73). In the cross-sectional study, adolescents wore an accelerometer during the hour before a mathatmatics lesson to measure physical activity, and completed a questionnaire after the mathematics lesson to assess mathematics engagement. In the longitudinal study, adolescents wore an accelerometer for seven consecutive days to measure regular physical activity, completed a questionnaire to assess usual mathematics engagement, and participated in a standardised mathematics test to measure academic performance. Results: The systematic review and meta-analysis combined evidence from 38 studies addressing the relationship between physical activity and school engagement and concluded that promoting physical activity could benefit school engagement. This study also uncovered two major limitations in the existing literature that would direct subsequent studies. The cross-sectional study found that a single bout of moderate-intensity activity could yield benefits for cognitive mathematics engagement. In contrast, the longitudinal study found that regular total physical activity did not improve mathematics engagement, but was nevertheless beneficial for academic performance.Conclusion: Overall, physical activity could improve school engagement and academic performance. Specifically, single bouts of physical activity could enhance school engagement, while regular total physical activity could improve academic performance." -- Abstract.
Author: Jennifer Mary Stefanczyk
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Objective: This study examined the influence of changes to school recreational programming on the prevalence and likelihood of Ontario and Alberta secondary school students meeting the (i) Canadian Society for Exercise Physiology (CSEP) physical activity guideline and (ii) ≥60 minutes of daily moderate to vigorous physical activity (MVPA). Methods: Student- and school-level data was obtained using Year 2 and Year 3 COMPASS data. This longitudinal analysis assessed how changes to school recreational programming (including the addition, modification or removal of intramurals/non-competitive clubs) within 20 intervention schools influenced student physical activity (PA) levels compared to students who attended a school that made no PA practice changes (True Control Schools; n=43) or made other PA practice changes unrelated to school recreational programming (Other Practice Intervention (OPI) Schools; n=23). PA was measured using two outcome variables: achieving the CSEP guideline and achieving ≥60 minutes of daily MVPA. Descriptive statistics, ANOVA and hierarchical longitudinal analysis were conducted with relevant covariates controlled for within the models. Results: Significant differences were found in the prevalence of students meeting (i) the CSEP guideline, and (ii) ≥60 minutes of daily MVPA between Year 2 and Year 3 of the COMPASS study. In Year 2, 31.0% of students met the CSEP guideline and 47.8% achieved ≥60 minutes of daily MVPA. In Year 3, 28.5% of students met the CSEP guideline and 52.2% achieved ≥60 minutes of daily MVPA. There were no significant differences in the school-level prevalence of a student meeting the (i) CSEP or (ii) MVPA guideline in intervention schools as compared to control schools respectively. Students that attended School 9 were significantly less likely to meet the CSEP guideline after modifications were made to their school recreational programming in comparison to students who attended true control (RR=0.74) and OPI (RR=0.73) schools. Moreover, students that attended School 15 were significantly less likely to achieve ≥60 minutes of daily MVPA after modifications were made to their school recreational programming in comparison to students that attended true control (RR=0.71) and OPI (RR=0.71) schools. Students who are male, have weekly spending money of $21-100 or greater than $100, have 1-4 or greater than 5 active friends, are enrolled in physical education, participate in varsity sports or community sports were significantly more likely to meet the CSEP and MVPA guideline. Furthermore, students who began participating in school recreational programming in Year 3 and students who participated in both Year 2 and Year 3 had a significant increase in likelihood of obtaining (i) the CSEP guideline and (ii) ≥60 minutes of daily MVPA compared to students who did not participate in either year. Conclusion: Current school-based PA programming appears insufficient, as the majority of youth in the COMPASS study are not achieving the recommended amount of PA suggested in the Canadian PA guidelines. This study identified 20 school recreational programming interventions between Year 2 and Year 3 of the COMPASS study. Only two of the interventions were statistically significant, however they did not have the desired effect on student PA. Three school recreational programming interventions that appear promising for future school-based PA research are also discussed. Future research should explore how to improve and tailor specific school recreational options within different contextual settings and with populations at greater risk of inactivity.
Author: Clare M Lenhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 182
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Contemporary American youth fail to meet national recommendations for physical activity at alarmingly high rates despite well-established protective effects of physical activity on multiple domains of health. There is an established pattern of disparity in physical activity participation whereby girls, those of lower socioeconomic status and those of African American and Hispanic backgrounds are less apt to report regular physical activity in keeping with national recommendations. Large scale investigations to increase the proportion of highly active youth have yet to realize widespread success. In light of emerging evidence suggesting physical activity levels may begin to decline earlier than previously thought, there is a possibility that research and intervention efforts to date may have approached the problem of declining activity after the risk behavior of inactivity had already been established. Despite numerous investigations into factors associated with physical activity in youth, many questions remain unanswered. Among the considerations that are not well understood is when physical activity levels begin to decline for at-risk subgroups of youth and what modifiable individual, interpersonal and/or environmental-level factors are associated with remaining highly active in these populations. This ecologically-based cross-sectional study represents an initial step toward addressing these considerations among elementary and middle school students. Self-reported primary data were collected from a convenience sample of 321 public school students from the 4th, 6th and 8th grade. Students represent the racial/ethnic and socio-economic groups at greatest risk of not meeting national recommendations for physical activity. Study questionnaires queried a range of factors believed to be associated with physical activity, such as availability of social support, self-efficacy for activity, and perceptions of environmental attributes. In addition, two separate physical activity outcome measures were assessed. Factors associated with physical activity at the univariate level (p>0.2) were included in forward stepwise binary regression models to predict reporting of high physical activity. A significant decrease in the proportion of highly active girls was noted between the 4th and 6th grade groups while the proportion of highly active boys did not differ significantly between grade levels. Among 6th and 8th grade students, the difference in physical activity between genders was significant with males reporting more physical activity than females in each grade level. Distinct variables were associated with highly active students in each grade- and gender-specific regression model. After controlling for all other included variables, high social support was most strongly associated with reporting of high activity among girls while for boys in this sample, perceived normal weight status was the strongest predictor of high activity. Among all students, use of daily active transport to school was also strongly associated with reporting of high physical activity. Future investigations involving younger students and utilizing enhanced, longitudinal designs may provide greater insight into the preliminary findings reported in this study.
Author: Stephanie H. Kneeshaw-Price
Publisher:
ISBN:
Category :
Languages : en
Pages : 148
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Book Description
Physical activity is a modifiable health behavior that can impact health outcomes. Chapter 2 examined children's baseline weight and physical activity and follow-up health care utilization and school absences. Meeting physical activity recommendations was negatively associated with overweight/obese status, and more overweight/obese children than healthy weight children had at least one health condition. Baseline physical activity and weight did not predict health care use or school absences at 2-year follow-up. Chapter 3 determined where children ages 6-11 were physically active using time-stamped accelerometer data and parent-reported place logs. Children spent most time and did most physical activity at home and school. Although neighborhood time was limited, this time was more proportionally active than time in other locations (e.g., 42.1% of time in neighborhood vs. 18.1% of time at home). Children with any neighborhood-based physical activity had higher average total physical activity. Chapter 4 evaluated how five crime measures were interrelated and which crime measures were related to children's total and neighborhood physical activity. We found positive correlations between parents' general crime & disorder perceptions and: neighborhood incivilities and stranger danger perceptions; parent-reported prior crime victimization and: neighborhood incivilities, general crime & disorder and stranger danger perceptions. Higher census block group-level police-reported crime was associated with less child total and neighborhood physical activity. Using 2003-2004 National Health and Nutrition Examination Survey cross-sectional data, Chapter 5 examined associations between physical activity and cardiorespiratory fitness and body adiposity. We also examined whether these relationships differed depending on how physical activity was measured: including 8-10 minute bouts or every minute. Positive associations between physical activity and cardiorespiratory fitness were found for boys 12-19 years and adults 20-49 years. Negative associations were found between physical activity and body adiposity for girls 12-19 years and adults 20-49 years. We found no significant differences between how physical activity was measured and its relationship with the two health outcomes. We demonstrated that meeting physical activity recommendations is significantly related to children's, adolescents', and adults' positive health outcomes. Furthermore, a child's neighborhood is a valid location for physical activity policy and interventions, and crime may be a worthwhile target.
Author: Alan L. Smith
Publisher: Human Kinetics
ISBN: 1492584282
Category : Health & Fitness
Languages : en
Pages : 516
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Book Description
As interest in the public health challenge of youth inactivity increases, the ambitious Youth Physical Activity and Sedentary Behavior sets a standard for addressing a problem with worldwide implications. Drawing on the contributions of a diverse group of international experts, this reference challenges professionals, researchers, and students to implement new solutions and further their research and work. No other text addresses the causes, contributing factors, and fundamental issues in dealing with youth physical activity with such depth or comprehensive coverage. Using a multidisciplinary approach, Youth Physical Activity and Sedentary Behavior breaks away from traditional thinking that places activity and sedentary behavior on a single continuum, which may limit progress in addressing youth inactivity. Instead, the authors encourage readers to focus on how sedentary and physically active behaviors coexist and consider how the two behaviors may have different determinants. In doing so, the text also considers developmental features such as maturation, ethnicity, environment, and genetics across both childhood (through age 12) and adolescence (the teen years). By looking at a variety of psychosocial and epidemiological factors, the authors set the stage for a critical analysis of beliefs and views at a time when many assumptions are taken for granted. This book is organized in three parts that build on one another to deepen readers’ understanding of this complex problem. This text begins by addressing the fundamental issues and assumptions pertaining to youth physical activity and sedentary behavior, covering such topics as measurement of the behavior in question, health outcomes, concepts, and trends in a public health context. Once readers have grasped this foundational knowledge, they advance to part II for a comprehensive account of personal factors likely to be associated with the problem. Part III moves beyond the individual into the wider social and contextual aspects of physically active and sedentary living in young people. Through this concluding part, readers gain the latest thinking on how parents, peers, schools, organized sport, and related factors link to youth physical activity and sedentary behavior. Each chapter presents the latest theory and research, real-world approaches to implementation, and background information to encourage discussion and future directions in national policy making. Youth Physical Activity and Sedentary Behavior also contains the following features that add to an unprecedented learning experience: •An at-a-glance look at why and how research can be used in the real world helps researchers relate their work to overall solutions. •Coverage of more issues related to this subject than are available in any other reference makes this a one-stop resource. •Internationally respected foreword writer, editors, and contributors provide a cross-disciplinary perspective valuable for putting solutions into a wider context. •Applications for Professionals boxes and Applications for Researchers boxes at the end of each chapter provide practical suggestions for implementing solutions. Youth Physical Activity and Sedentary Behavior: Challenges and Solutions considers current research about youth physical activity and sedentary behavior across a range of personal factors as well as cultural and social influences. The text communicates the knowledge base on developmental, economic, psychological, and social factors related to youth physical activity and sedentary behavior and provides an overview of youth-specific approaches to addressing the problem of inactivity among youth.
Author: Brenton Lawrence Gregnol Button
Publisher:
ISBN:
Category :
Languages : en
Pages : 190
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Surveillance data from 105 countries indicates that 80% of 13-15 year-olds do not meet the public health guideline of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. This is problematic as a lack of physical activity in young people is associated with physical, mental, and social health problems. Schools are a place where children and adolescents spend a large amount of their time and where they have several opportunities to engage in physical activity. The built and social environment of the school can influence the physical activity levels of students. The school built environment consists of the facilities that can encourage physical activity such as gymnasia, fields, and fitness rooms. This thesis looked at two aspects of the social environment: 1) school policies, programs, and practices (PPP) for physical activity, and 2) school social capital. School PPP includes things like having intramural sports. School social capital is based on the relationships formed at school. The purpose of this thesis was to determine whether selected features of the school social environment (social capital, school PPP for physical activity) changes the relationship between the school built environment and physical activity among 11-15 year-old Canadians. Information on the school social environment, school built environment and school time physical activity was gathered using a national representative survey called the Health Behaviour in School-aged Children survey (HBSC). The HBSC consists of a survey completed by grade 6-10 students in their classroom and a second 10 minute long survey completed by the principal of the participating schools. Results of this thesis indicate that the school built environment and school social capital were positively associated with school time MVPA, while school PPP had a slight negative association. School PPP altered the relationship between the built environment and physical activity. Specifically, the strongest positive association was between the built environment and MVPA levels in schools with few school PPP. However, school social capital did not alter the relationship between the built environment and MVPA. The results of this thesis can be useful in creating new school physical activity interventions.
Author: Centers for Disease Control and Prevention
Publisher: CreateSpace
ISBN: 9781499701814
Category : Medical
Languages : en
Pages : 84
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Book Description
When children and adolescents participate in the recommended level of physical activity—at least 60 minutes daily—multiple health benefits accrue. Most youth, however, do not engage in recommended levels of physical activity. Schools provide a unique venue for youth to meet the activity recommendations, as they serve nearly 56 million youth. At the same time, schools face increasing challenges in allocating time for physical education and physical activity during the school day.
Author: Edwin J. Rogers
Publisher: Nova Science Publishers
ISBN: 9781620817049
Category : Diet
Languages : en
Pages : 0
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Book Description
This title examines the association between school-based physical activity and academic performance, including indicators of cognitive skills and attitudes, academic behaviours, and academic achievement; and the corresponding health benefits.
Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503
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Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
