Objective: To measure the levels and patterns of physical activity, using accelerometers, of 11-year-old children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC). Design: Cross-sectional analysis. Setting: ALSPAC is a birth cohort study located in the former county of Avon, in the southwest of England. This study used data collected when the children were 11 years old. Participants: 5595 children (2662 boys, 2933 girls). The children are the offspring of women recruited to a birth cohort study during 1991-2. The median age (95% CI) of the children is now 11.8 (11.6 to 11.9) years. Methods: Physical activity was measured over a maximum of 7 consecutive days using the MTI Actigraph accelerometer. Main outcome measures: Level and pattern of physical activity. Results: The median physical activity level was 580 counts/min. Boys were more active than girls (median (IQR) 644 (528-772) counts/min vs 529 (444-638) counts/min, respectively). Only 2.5% (95% CI 2.1% to 2.9%) of children (boys 5.1% (95% CI 4.3% to 6.0%), girls 0.4% (95% CI 0.2% to 0.7%) met current internationally recognised recommendations for physical activity. Children were most active in summer and least active in winter (difference = 108 counts/min). Both the mother and partner's education level were inversely associated with activity level (p for trend ,0.001 (both mother and partner)). The association was lost for mother's education (p for trend = 0.07) and attenuated for partner's education (p for trend = 0.02), after adjustment for age, sex, season, maternal age and social class. Conclusions: A large majority of children are insufficiently active, according to current recommended levels for health.
There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social inclusion (sense of self and of being socially integrated). Tackling social exclusion and promoting social inclusion are common concerns internationally, such as in the UK and the EC, and there are many diverse Government ministries and agencies globally that see the arts in general and music in particular as a key means by which social needs can be addressed. As part of a wider evaluation of a national, Government-sponsored music education initiative for Primary-aged children in England (“Sing Up”), opportunity was taken by the authors, at the request of the funders, to assess any possible relationship between (a) children's developing singing behavior and development and (b) their social inclusion (sense of self and of being socially integrated). Subsequently, it was possible to match data from n = 6087 participants, drawn from the final 3 years of data collection (2008–2011), in terms of each child's individually assessed singing ability (based on their singing behavior of two well-known songs to create a “normalized singing score”) and their written responses to a specially-designed questionnaire that included a set of statements related to children's sense of being socially included to which the children indicated their level of agreement on a seven-point Likert scale. Data analyses suggested that the higher the normalized singing development rating, the more positive the child's self-concept and sense of being socially included, irrespective of singer age, sex and ethnicity.
The article reports on the first year of an independent evaluation ofthe National Singing Programme 'Sing Up' (2007-2011 in England. The aim of the Sing Up Programme is to provide all primary-aged children (up to the age of 11 years) with opportunities for singing under high quality vocal leadership both within their school curriculum and outside of school on a regular basis. As part of the evaluation, members of the research team msited 81 schools across England, and assessed the singing behamor and development of 3,762 individual children using the combination of two established rating scales. The focus was on providing an initial profile of children's singing prior to the launch of the National Programme and, subsequently later in the first year, to conduct a small number of additional visits to see if there was any evidence of early impact. The results confirm that children's singing is subject to developmental processes, with variations related to sex, age and ethnicity. There is also some evidence that, ru)twithstanding such variations, a programme of sustained singing education can have a positive benefit on children's singing behaviors and development.
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