Background: Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5–17 y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Methods: Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations’ human development index (HDI) classification (low or medium, high, and very high HDI). Results: A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of “C-,” “D+,” and “C-” was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. Conclusions: The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed.

Background: To better understand the childhood physical inactivity crisis, Report Cards on physical activity of children and youth were prepared concurrently in 30 very high Human Development Index countries. The aim of this article was to present, describe, and compare the findings from these Report Cards. Methods: The Report Cards were developed using a harmonized process for data gathering, assessing, and assigning grades to 10 common physical activity indicators. Descriptive statistics were calculated after converting letter grades to interval variables, and correlational analyses between the 10 common indicators were performed using Spearman’s rank correlation coefficients. Results: A matrix of 300 grades was obtained with substantial variations within and between countries. Low grades were observed for behavioral indicators, and higher grades were observed for sources of influence indicators, indicating a disconnect between supports and desired behaviors. Conclusion: This analysis summarizes the level and context of the physical activity of children and youth among very high Human Development Index countries, and provides additional evidence that the situation regarding physical activity in children and youth is very concerning. Unless a major shift to a more active lifestyle happens soon, a high rate of noncommunicable diseases can be anticipated when this generation of children reaches adulthood.

Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.

Background: Evidence suggests that social support impacts on participation in sport or physical activity (PA), and is associated with health benefits, although the link is complex and not well understood. The study aim was to examine whether participation in organized sports is related to body composition, physical fitness, and social correlates for PA. Methods: Cross-sectional data on 238 adolescents (90 boys and 148 girls), mean age 14.9 ± 0.8 years, who were participants in the Physical Activity and Health Longitudinal Study, were collected. The participants were divided into two groups: sport participation (SP) and non-sport participation (NSP). Height, weight, and triceps and subscapular skinfolds were assessed according to standard procedures. Weight (kg) and height (m2) were used to calculate body mass index (BMI), and skinfolds were used to calculate body fat percentage. The European Test of Physical Fitness (EUROFIT) battery of tests was used to assess physical fitness. The standardized International Physical Activity Questionnaire Short Form and Social Support for PA questionnaires were used to obtain information on PA and social correlates for PA, respectively. Participants were asked to choose between participation and non-participation in sport. Results: The SP group had lower BMI component values (p = 0.011, d = 0.52 for percentage body fat (%BF); p = 0.011, d = 0.53 for sum of skinfolds (∑SKF) obtained higher physical fitness scores in selected items (p = 0.003, d = 0.64 for sit ups (SUP); p < 0.000, d = 0.96 for maximal oxygen consumption VO2max) and received higher social support (p < 0.001, d = 0.86 for social support (SS)), than the NSP group. The social support received by those participating in sport correlated positively with most fitness components (p = 0.013, r2 = 18% for bent arm hang (BAH); p = 0.000, r2 = 12% for sit ups (SUP); p = 0.000, r2 = 17% for VO2max). Physical fitness components were negatively associated with most body composition components for both groups. Conclusions: The results provide a better understanding of sport participation in organized sports-related, body composition-related and physical fitness-related associations with changes in social support received by adolescents and may contribute to the development of more accurate promotive strategies to increase children’s and adolescents’ engagement in sport and PA.