Composition of objectively measured physical activity and sedentary behaviour participation across the school-day, influence of gender and weight status: cross-sectional analyses among disadvantaged Victorian school children

Abstract

BackgroundThe after-school period has been described as the ‘critical window’ for physical activity (PA) participation. However, little is known about the importance of this window compared with the before and during-school period among socioeconomically disadvantaged children, and influence of gender and weight status.Methods39 out of 156 (RR=25%) invited primary schools across 26 local government areas in Victoria, Australia, consented to participate with 856 children (RR=36%) participating in the wider study. The analysis sample included 298 Grade 4 and Grade 6 children (mean age: 11.2±1.1; 44% male) whom met minimum accelerometry wear-time criteria and had complete height, weight and health-behaviours questionnaire data. Accelerometry measured duration in daily light-intensity PA (LPA), moderate-to-vigorous PA (MVPA) and sedentary time (ST) was calculated for before-school=8–8:59, during-school=9:00–15:29 and after-school=15:30–18:00. Bivariate and multivariable linear regression analyses were conducted.ResultsDuring-school represented the greatest accumulation of LPA and MVPA compared with the before and after-school periods. Boys engaged in 102 min/day of LPA (95% CI 98.5 to 104.9) and 62 min/day of MVPA (95% CI 58.9 to 64.7) during-school; girls engaged in 103 min/day of LPA (95% CI 99.7 to 106.5) and 45 min/day of MVPA (95% CI 42.9 to 47.4). Linear regression models indicated that girls with overweight or obesity engaged in significantly less LPA, MVPA and more time in ST during-school.ConclusionsThis study highlights the importance of in-school PA compared with after-school PA among socioeconomically disadvantage children whom may have fewer resources to participate in after-school PA.

Formative Evaluation of a Home-Based Physical Activity Intervention for Adolescent Girls—The HERizon Project: A Randomised Controlled Trial

“…However, a recent pooled analysis of 17 school interventions found no evidence of improved MVPA, with authors recommending that other intervention contexts should be explored [ 18 ]. There appears to be scope to target home and communitys setting for PA interventions as girls typically acquire 50% less MVPA after school hours in comparison to during school [ 19 ]. This seems especially pertinent in the current COVID-19 climate as adolescents face self-isolation restrictions and home confinement, alongside school closures and the cancellation of community sport provision [ 20 ].…”

Increasing physical activity among elementary school students during distance learning: The StandUp Kids Study

“…Sit durations over two hours are associated with unhealthy body composition, increased risk of obesity, lower cardio-respiratory fitness, lower physical fitness, reduced cognitive performance, lower academic achievement, unfavourable pro-social behaviour, and lower self-esteem in primary school children (Arundell et al, 2015;Bacardí-Gascon et al, 2012;Benden et al, 2011;Mazzoli et al, 2019;Minges et al, 2016;Strugnell et al, 2016). These associations are troubling considering the amount of time students typically spend seated during school hours.…”

Methodology for the assessment of the individual risk for the health of the children aged 12-15 years

“…Також у медико-статистичних дослідженнях часто спостерігається мультиколінеарність факторів та обмежений інтервал розмірності їх [3]. Частковим вирішенням проблеми є застосування композиційного аналізу, який дозво-ляє обґрунтувати вплив факторів режиму дня з урахуванням впливу усіх складових [4][5][6]. Проте, як й усі параметричні дослідження, цей підхід вимагає кількісного відображення показників, їх нормального розподілу, одного типу розмірності і не дає можливості врахувати вплив інших чинників інакше як конфаундерів.…”