Physical Activity and Screen-Time Viewing Among Elementary School–Aged Children in the United States From 2009 to 2010

Fakhouri, Tala H.I.; Hughes, Jeffery P.; Brody, Debra J.; Kit, Brian K.; Ogden, Cynthia L.

doi:10.1001/2013.jamapediatrics.122

Cited by 214 publications

(205 citation statements)

References 49 publications

Supporting

Mentioning

169

Contrasting

Unclassified

Order By: Relevance

“…Given literature showing that males accrue more steps than females across the school day, 18 we hypothesized that males would accrue more steps than females during all PA opportunities (PE, recess, and CBPA). Similarly, given that PA levels are lower among older children, 37 we hypothesized that students in upper grades would accrue fewer steps during PA opportunities than students in lower grades. Separate models, including student characteristics and classroom (scheduling) characteristics, were calculated to test gender and grade influences on step counts, varying by PE minutes, recess minutes, and CBPA minutes.…”

Section: Discussionmentioning

confidence: 99%

Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students

Calvert¹,

Mahar²,

Flay³

et al. 2018

Journal of Physical Activity and Health

View full text Add to dashboard Cite

Background: Evidence of the positive effects of school physical activity (PA) interventions, including classroom-based PA (CBPA), is rapidly growing. However, few studies examine how variations in scheduled PA opportunities and teacherimplemented CBPA affect students' PA outcomes. Methods: Teachers at 5 elementary schools attended training on how to implement CBPA. Data on school-day PA opportunities [physical education (PE), recess, and CBPA] were obtained via calendar and teacher-recorded CBPA logs. Daily step counts were measured via accelerometry in 1346 students across 65 classrooms in first through fifth grades. Results: PE, recess, and CBPA contributed significantly to students' daily steps. Males accrued more steps than females over the school day, during PE, and during recess. No gender disparity was seen in the amount of additional steps accrued during CBPA. Overall step counts were lower among fifth-grade students versus first-grade students, but CBPA attenuated this difference such that grade-level differences were not significant in fifth-grade students who received CBPA. Conclusions: Gender disparities in step totals were present on PE and recess days, but not on CBPA days. CBPA appears to provide equal PA benefits for both genders and to potentially minimize the decline in PA among older students.

show abstract

Section: Discussionmentioning

confidence: 99%

Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students

Calvert¹,

Mahar²,

Flay³

et al. 2018

Journal of Physical Activity and Health

View full text Add to dashboard Cite

show abstract

“…These same lifestyle behaviours at age 42 were not incorporated into our models for several reasons. (Fakhouri et al, 2013;Atkin et al, 2014). Despite these limitations, strengths of the present study include the relatively large sample and longitudinal design spanning 26 years.…”

Section: Discussionmentioning

confidence: 99%

Association of after school sedentary behaviour in adolescence with mental wellbeing in adulthood

Hamer

Yates

Sherar

et al. 2016

Preventive Medicine

View full text Add to dashboard Cite

“…Estudos analisando o comportamento sedentário em países com características econômicas distintas encontraram a mesma associação com a idade, justificada pela percepção dos escolares perante as atividades, em que são consideradas menos atrativas as atividades físicas e mais atraentes as atividades relacionadas ao uso de tela (computador, vídeo game, televisão, etc) 21,22 . Segundo a revisão de literatura realizada por Guerra, Farias Júnior e Florindo 23 , fatores de risco para a existência do comportamento sedentário, com evidências de associação, são os elevados níveis de peso corporal e menores níveis de atividade física.…”

Section: Discussionunclassified

Comportamento Sedentário No Lazer E Sua Associação Com Atividade Física No Contexto Escolar De Crianças No Sul Do Brasil

Christofoletti¹,

Duca²,

Gripa³

et al. 2016

J Physical Edu

View full text Add to dashboard Cite

RESUMOO objetivo foi investigar a prevalência de comportamento sedentário no lazer e sua associação com indicadores demográficos, turno de estudo e atividade física no contexto escolar de crianças da rede municipal de ensino de Florianópolis, SC. O instrumento utilizado na amostra representativa de escolares do 2º ao 5º ano foi o questionário online Web-CAAFE, com indicações de atividades realizadas e alimentos consumidos no dia anterior. Dentre as 1831 crianças investigadas (8,75 anos [DP±1,03]; 52,2% sexo masculino), o comportamento sedentário no lazer foi de 56,1% (IC95%: 51,1; 61,1). Verificouse uma associação do desfecho com o aumento da idade (7 anos: RP 1,00; 8 anos: RP 1,23; 9 anos: RP 1,40; 10 anos: RP 1,45; p<0,001) e com a inatividade física no turno de estudo (RP 1,36 [IC95%: 1,21; 1,52]). Conclui-se que a proximidade com a adolescência e a falta de atividade física no contexto escolar foram aspectos relacionados com a adoção de comportamento sedentário. Palavras-chave: Criança. Estilo de vida sedentário. Escola. ABSTRACTThe aim was to investigate the prevalence of sedentary behavior during leisure time and its association with demographic indicators, period and the physical activity at the school setting among children from public elementary schools in Florianópolis, SC. The instrument applied to a representative sample of schoolchildren in grades 2 through 5 was the online Web-CAAFE questionnaire, with indications the activities performed and the foods consumed on the previous day. A total of 1,831 children were investigated (8.75 years [SD±1.03]; 52.2% males), the sedentary behavior during leisure time was 56.1% (95%CI: 51.1; 61.1). There was an association between the outcome and the increase in age (seven years: PR 1.00; 8 years: PR 1.23; 9 years: PR 1.40; 10 years: PR 1.45; p<0.001) and physical inactivity during class time (PR 1.36 [95%CI: 1.21; 1.52]). The closeness to adolescence and lack of physical activity in the school environment were aspects related to the adoption of sedentary behavior. Keywords: Child. Sedentary lifestyle. School. IntroduçãoO comportamento sedentário é caracterizado pelo engajamento em atividades cognitivas, com permanência em posição sentada ou deitada, sem alteração do gasto energético para além dos valores de repouso 1 . Ações como assistir televisão, jogar videogame, utilizar computador e outros instrumentos eletrônicos são exemplos desse comportamento, que tem se tornado atrativo em idades cada vez mais precoces, notavelmente na infância. Essa constatação é reforçada pelo fácil acesso ao meio digital, assim como pela redução dos níveis de segurança pública e pela menor oferta de atividade física no ambiente escolar 2,3 . Como consequências negativas do comportamento sedentário à saúde infantil, destacam-se a maior probabilidade de excesso de peso 2,4 , bem como a antecipação da ocorrência de doenças crônicas não transmissíveis 5,6 .Uma importante alternativa para a redução do comportamento sedentário é a prática de atividade física. Alguns estudos mostraram que ...

show abstract

Physical Activity and Screen-Time Viewing Among Elementary School–Aged Children in the United States From 2009 to 2010

Cited by 214 publications

References 49 publications

Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students

Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students

Association of after school sedentary behaviour in adolescence with mental wellbeing in adulthood

Comportamento Sedentário No Lazer E Sua Associação Com Atividade Física No Contexto Escolar De Crianças No Sul Do Brasil

Contact Info

Product

Resources

About