Results from Chile’s 2018 Report Card on Physical Activity for Children and Youth

Aguilar-Farías, Nicolás; Miranda-Márquez, Sebastián; Sadarangani, Kabir P.; Martino-Fuentealba, Pía; Cristi-Montero, Carlos; Cárcamo-Oyarzún, Jaime; Floody, Pedro Delgado; Chandia-Poblete, Damian; Mella-Garcia, Camila; Rodríguez‐Rodríguez, Fernando; Oetinger, Astrid Von; Balboa-Castillo, Teresa; Peña, Sebastián; Cuadrado, Cristóbal; Bedregal, Paula; Celis‐Morales, Carlos; García-Hermoso, António; Cortínez-O’Ryan, Andrea

doi:10.1123/jpah.2018-0553

Cited by 26 publications

(24 citation statements)

References 6 publications

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“…The school indicator was graded a "D" in Ethiopia. Our finding was comparable with the study reported from Chile, Colombia, Ghana, and Lebanon [26,29,44,60]. Our study was higher than results reported from South Africa, United Arab Emirates, the USA, Bangladesh, Ecuador, Guernsey, India, Nepal, Scotland, Venezuela, and Wales [27,28,30,32,38,54,56,59,[62][63][64].…”

Section: Discussionsupporting

confidence: 87%

“…The family and peers indicator was scored as a grade "F" in Ethiopia. This finding was comparable with the report from Chile, Ecuador, and Ghana [26,27,60]. It was higher than results reported from 21 countries including Zimbabwe [61].…”

Section: Discussionsupporting

confidence: 86%

“…Nevertheless, our study used standard methods that provide an initial evaluation of physical activity indicators for children and youth in Ethiopia [4,6]. The average physical activity grade for Ethiopia is "D." Our finding was comparable with the findings reported from Chile, Ecuador, India, Lebanon, the USA, Uruguay, and Venezuela [26][27][28][29][30][31][32]. On the other hand, our finding was lower than those reported for the majority of countries that participated in the Global Matrix 3.…”

Section: Discussionsupporting

confidence: 74%

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Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Abdeta¹,

Teklemariam

Deksisa

et al. 2019

Sports Med - Open

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Background: Regular physical activity is vital for children's health, well-being, and development. However, evidence is scant about physical activity indicators for children and youth in Ethiopia. This study aimed to assess physical activity indicators among children and youth in Ethiopia.Methods: This study was conducted as part of the Active Healthy Kids Global Alliance's "Global Matrix 3.0" which included 49 countries. Data were collected from December 2017 to April 2018. The country research team included different disciplines related to physical activity. Data were retrieved from pre-reviewed literature, government policy documents, and an expert interview panel. Data were analyzed using the ten physical activity indicators for children and youth. The grading system was done through a harmonized process and the standard grading rubric of the Global Matrix 3.0 study ((A = ≥ 80%, B = 60%-79%, C = 40%-59%, D = 20%-39%, F = < 20%, INC = incomplete data).Results: For the overall physical activity indicator, 28% of children and youth in Ethiopia met the recommended physical activity of 60 min per day which resulted in a "D" grade. Likewise, the school and government indicator received a "D" grade. Almost 32% of schools in Ethiopia had access to infrastructures and multipurpose spaces for physical activity including outdoor play. The government policy partially existed in the non-communicable diseases agenda but had less focus on children and youth. The active play indicator scored the highest grade of "B." About 71% of children and youth were involved in active play for at least 2 h a day before, during, and after school. About 50% of children and youth were engaging in organized sport participation, and this indicator was graded a "C." Similarly, 48% of children and youth walked to and from school as a means of active transportation resulting in a "C" for this indicator. Three indicators (sedentary behavior, family and peers, and community and environment) were graded as an "F." Approximately 8% of children and youth were living in communities and environments that did not support opportunities for physical activity. Only 13% of children and youth spent less than 2 h per day in sedentary screen time. There was no adequate information to grade the physical fitness indicator.Conclusion: This study showed that Ethiopian's children and youth have received low grades for majority of physical activity indicators. Therefore, urgent actions should be taken by the government, policymakers, researchers, and key stakeholders to address the suggested priority areas.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 74%

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Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Abdeta¹,

Teklemariam

Deksisa

et al. 2019

Sports Med - Open

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“…In Chile's first Report Card (2016), all indicators had low grades, and data from different surveys indicated that there were consistent disparities across genders, socioeconomic status, and school types. 67 In 2018, Chile's grades remained low in comparison with the first Report Card in 2016 but progress was made on environmental and policy aspects, 68 raising hope that these improvements will positively affect behavioral indicators in the future.…”

Section: Least Successful Countriesmentioning

confidence: 99%

Report Card Grades on the Physical Activity of Children and Youth Comparing 30 Very High Human Development Index Countries

Aubert

Barnes

Aguilar-Farías

et al. 2018

Journal of Physical Activity and Health

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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.

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“…11 Despite evidence that PA promotes health in children and adolescents, 12 a large proportion of Chilean youth do not meet current PA guidelines. 13 Additionally, the effect of PA on attention capacity in Chilean children remains unknown.…”

mentioning

confidence: 99%

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

García-Hermoso

Hormazábal-Aguayo

Fernández-Vergara

et al. 2019

Scandinavian Med Sci Sports

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The aim of the study was threefold: (a) to test a before-school physical activity intervention (Active-Start) on academic performance, selective attention, and concentration capacity; (b) to test the effect of the Active-Start intervention on anthropometry, body composition, and physical fitness parameters; and (c) whether the physical fitness components are moderators of the effect of the Active-Start program on academic performance, selective attention, and concentration capacity in Chilean children. The Active-Start intervention was a RCT which comprised 170 children (8-10 years old)from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school-class (8:00-8:30 am) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition, and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49-0.77) and mathematics (0.49; 95% CI 0.32-0.66) performance (P < .001). Also, improvements were seen in fat mass, fat-free mass, muscular, and cardiorespiratory fitness (all P < .05). The Johnson-Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 mL/kg/min, respectively. Implementing before-school physical activity programs such as the Active-Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren. K E Y W O R D Sacademic achievement, attention, cardiorespiratory fitness, exercise

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Results from Chile’s 2018 Report Card on Physical Activity for Children and Youth

Cited by 26 publications

References 6 publications

Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Report Card Grades on the Physical Activity of Children and Youth Comparing 30 Very High Human Development Index Countries

A before‐school physical activity intervention to improve cognitive parameters in children: The Active‐Start study

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