Results From China’s 2018 Report Card on Physical Activity for Children and Youth

Yang, Lin; Tang, Yan; Cao, Zhen-Bo; Zhuang, Jie; Zhu, Zheng; Wu, Xuesong; Wang, Lijuan; Cai, Yong; Zhang, Jialin; Chen, Peijie

doi:10.1123/jpah.2018-0455

Cited by 15 publications

(32 citation statements)

References 6 publications

(7 reference statements)

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“…Our results showed that sedentary behavior indicator scored the least grade, "F." This meant that the majority of children and youth in Ethiopia spent more time in a sedentary lifestyle. Our finding was consistent with the study reported from China, Estonia, Scotland, and Wales [33,46,54,59]. However, our finding was higher than the results reported from Ghana, South Africa, and Venezuela [32,56,60].…”

Section: Discussionsupporting

confidence: 92%

“…This finding was consistent with the findings reported from Brazil, Czech Republic, Ecuador, Finland, France, Guernsey, India, Lebanon, Portugal, Qatar, Spain, Uruguay, and Venezuela [27-29, 31, 32, 34-41]. It was higher than study findings of 18 participating countries [6] including the USA, Australia, Germany, Japan, and China [30,33,[42][43][44]. The possible reason might be due to the global concern of physical inactivity regardless of the income status of the country [6].…”

Section: Discussionsupporting

confidence: 92%

“…This is consistent with the grade reported from Australia, Ghana, Guernsey, India, Jersey, South Korea, and Uruguay [28,31,38,42,50,60,65]. Our finding was higher than the grade reported from China, Venezuela, Bulgaria, Ecuador, England, Germany, Nepal, Netherlands, Spain, and the USA [6,27,30,32,33,41,43,50,64,66,67]. The reason might be due to a low level of political commitment from the country's leaders toward physical activity.…”

Section: Discussionsupporting

confidence: 90%

“…On the other hand, our finding was lower than those reported for the majority of countries that participated in the Global Matrix 3. Our grade was greater than the results of reported from China [33], which scored grade D [6]. The reason for this finding is likely to be a lack of attention given to physical activity among children and youth in many countries including Ethiopia.…”

Section: Discussioncontrasting

confidence: 86%

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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: 92%

Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 90%

Section: Discussioncontrasting

confidence: 86%

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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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“…Numerous national studies have shown that school-aged children and adolescents in China are physically inactive and do not reach 60 minutes of daily moderate and vigorous physical activity (MVPA) recommended by the World Health Organization [1][2][3][4]. Physical education (PE) is important in promoting adolescents' physical activity (PA) because it provides opportunities for students to engage in MVPA.…”

Section: Introductionmentioning

confidence: 99%

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

Chen

Wang

et al. 2020

Preprint

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Objectives Based on integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e., autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e., autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Results from the China 2018 Report Card on physical activity for children and youth

Liu

Tang

Cao

et al. 2019

Journal of Exercise Science & Fitness

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Results From China’s 2018 Report Card on Physical Activity for Children and Youth

Cited by 15 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)

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

Results from the China 2018 Report Card on physical activity for children and youth

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