Changes in time-segment specific physical activity between ages 10 and 14 years: A longitudinal observational study

Abstract

ObjectivesDescribe (1) time-segment specific changes in physical activity (PA) into adolescence, (2) differences in change in PA between specific time-segments (weekdays–weekends, in-school–out-of-school, out-of-school–weekends, lesson-time–lunch-time), and (3) associations of change in time-segment specific with overall PA.DesignLongitudinal observational study (4-year follow-up).MethodsChildren from the SPEEDY study (n = 769, 42% boys) had PA measured by accelerometer for at least three days at ages 10.2 ± 0.3, 11.2 ± 0.3 and 14.3 ± 0.3 years. Changes in moderate-to-vigorous PA (ΔMVPA, minutes ≥2000 counts/minute [cpm]) and total PA (ΔTPA, average cpm) during weekdays, weekends, in-school, out-of-school, lesson-times and lunch-times, were tested using three level (age, individual, school) mixed-effects linear regression. Differences in ΔMVPA/ΔTPA between time-segments were tested using time-segment × age interaction terms. Associations of four-year time-segment specific ΔMVPA/ΔTPA with four-year overall ΔMVPA/ΔTPA were tested using two level (time-segment specific ΔMVPA/ΔTPA, school) mixed-effects linear regression.ResultsMVPA and TPA declined in all time-segments, except lesson-time MVPA. Annual ΔMVPA and, for boys only, ΔTPA was greater on weekends than weekdays (beta ± SE for interaction term: boys, −3.53 ± 0.83 min, −29.64 ± 7.64 cpm; girls, −2.20 ± 0.64 min) and out-of-school (boys, −4.36 ± 0.79 min, −19.36 ± 8.46 cpm; girls, −2.44 ± 0.63 min). ΔMVPA and ΔTPA during lunch-time was greater than during lesson-time (boys, −0.96 ± 0.20 min, −36.43 ± 6.55 cpm; girls, −0.90 ± 0.13 min, −38.72 ± 4.40 cpm). ΔTPA was greater out-of-school than in-school (boys, −19.89 ± 6.71 cpm; girls, −18.46 ± 6.51 cpm). For all time-segments, four-year ΔMVPA/ΔTPA was positively associated with four-year overall ΔMVPA/ΔTPA (all p < 0.042), except for girl's in-school and lunch-time TPA.ConclusionsInterventions focused on PA maintenance could target all time-segments, but weekends and out-of-school may be particularly advantageous due to the relatively large declines observed.

Moderate-to-Vigorous Physical Activity Levels in Physical Education, School Recess, and After-School Time: Influence of Gender, Age, and Weight Status

“…In structured periods like PE lessons, MVPA could depend on some other factors associated to age, for instance, 1 possibility is the sense of responsibility of older students when an expert adult directs the activity. In the recent longitudinal study carried out by Brooke et al, 45 statistical differences in MVPA were found between younger and older English students during the majority of segments in the day (in favor of younger students), but not in school lessons-time. On the other hand, during unstructured periods like SR time, results were the opposite.…”

Objectively measured sedentary behaviour and moderate and vigorous physical activity in different school subjects: a cross-sectional study

“…can support the physical activity of students. However, there are only few studies investigating the MVPA and sedentary behaviour during lesson time in different grades [33, 34]. Brooke et al [34] recently showed with a longitudinal study that between ages 10 to 14 the total physical activity during lesson time declined whereas MVPA remained the same.…”

“…However, there are only few studies investigating the MVPA and sedentary behaviour during lesson time in different grades [33, 34]. Brooke et al [34] recently showed with a longitudinal study that between ages 10 to 14 the total physical activity during lesson time declined whereas MVPA remained the same. Similar tendency is found on school level where total amount of physical activity acquired in school hours is reduced during transition from primary school to secondary school [22].…”

Frequency and duration of physical activity bouts in school-aged children: A comparison within and between days

“…There is some evidence supporting the notion of tailoring physical activity interventions towards specific periods of time. For example, we have shown that it may be advantageous to target physical activity interventions at weekends and out-of-school hours on weekdays, due to the relatively large declines in activity observed during these periods between ages 10 and 14 years (Brooke et al, 2014). Although levels of physical activity differ across the week, we know little about the characteristics of physical activity in different time-segments (for example, weekdays, weekends, in-school and out-of-school), such as the types of activity performed or the frequency and duration of physical activity bouts.…”