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

Nyawornota, Vida Korleki; Luguterah, Austin Wontepaga; Sofo, Seidu; Aryeetey, Richmond; Badasu, Margaret; Nartey, John; Assasie, Emmanuel; Donkor, Samuel Kofi; Dougblor, Vivian; Williams, Helena; Ocansey, Reginald

doi:10.1123/jpah.2018-0459

Cited by 13 publications

(16 citation statements)

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“…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]. This might be due to lifestyle and environmental differences among countries.…”

Section: Discussionsupporting

confidence: 91%

“…The government indicator was graded a "D" in Ethiopia. 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].…”

Section: Discussionsupporting

confidence: 91%

“…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: 86%

“…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: 85%

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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: 91%

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 85%

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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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“…A companion article 25 published in this issue of The Journal of Physical Activity and Health provides a detailed description of the methods used by each of the participating countries. In addition, summary papers for each of the participating countries' report cards [30][31][32][33][34][35][36][37][38] are included in this issue and provide additional details of data sources.…”

Section: Methodsmentioning

confidence: 99%

Indicators of Physical Activity Among Children and Youth in 9 Countries With Low to Medium Human Development Indices: A Global Matrix 3.0 Paper

Manyanga¹,

Barnes²,

Abdeta³

et al. 2018

Journal of Physical Activity and Health

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Background: This study compares results of physical activity report cards from 9 countries with low to medium human development indices, participating in the Global Matrix 3.0 initiative. Methods: Country-specific report cards were informed by relevant data and government policy documents, reporting on 10 core indicators of physical activity for children and youth. Data were synthesized by report card working groups following a harmonized process. Grade assignments for each indicator utilized a standard grading rubric. Indicators were grouped into one of 2 categories: daily behaviors and settings and sources of influence. Descriptive statistics (average grades) were computed after letter grades were converted into interval variables. Spearman’s rank correlation coefficients were calculated for all correlation analyses. Results: Mean grades for daily behaviors were higher (C) than those for settings and sources of influence (D+). Twenty-nine out of the possible 90 grades were assigned an incomplete. There were moderate to strong positive and negative relationships between different global indices and overall physical activity, organized sport and physical activity, active play, family, community and environment, and government. Conclusions: Findings demonstrate an urgent need for high-quality data at the country level in order to better characterize the physical activity levels of children and youth in countries with low to medium human development indices.

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Physical fitness and cognitive function among school–aged children in selected basic schools in the Ho Municipality of Ghana

Amenya

Annan

Apprey

et al. 2021

Heliyon

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Physical fitness is thought to promote cognitive function. Evidence about this is however lacking in the Ghanaian context. This study aimed to investigate the association between physical fitness and cognitive function among basic school children aged 8–13 years. A cross-sectional study involving 591 school children, recruited from 12 randomly selected public and private basic schools was conducted. Physical fitness tests were done using a five-test battery (Fifty metre run, handgrip strength, sit-up, flexibility and standing board jump) following standardized procedures. Cognitive function test using the Raven's Coloured Progressive Matrices (RCPM) were carried out. More girls (55%), children from 8-13 years old (49.1%) and public school children (66.1%) participated in the study. For fitness, boys performed better than girls in sit ups 3.4 ± 2.2 (mean ± SD), p = 0.012, handgrip 4.3 ± 2.0, p = 0.001 and overall fitness 4.3 ± 2.0, p = 0.007. Children in public schools performed significantly better in forward jump (p < 0.001) while those in private schools did better in 50m run (p < 0.001). For cognition, 46.1% of participants had less than 50% of the total score. Cognitive test score varied for forward jump and handgrip alone and not for sit ups, 50m run and overall score. Mean forward jump score was lowest in poor cognition group (4.9 ± 2.3), followed by good (5.3 ± 2.2) and highest among excellent (5.5 ± 2.3, p = 0.044) cognition group. Similar observation was made for handgrip. Cognition score and hand grip strength were positively but weakly correlated. (r = 0.132, p = 0.026). Although handgrip strength (measuring muscular strength) was significantly associated with cognitive function, this study found no significant association between overall physical fitness and cognitive function. These results indicate that only some components of physical fitness may be associated with cognitive function. This study is however correlational and one cannot infer causality.

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

Cited by 13 publications

References 1 publication

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)

Indicators of Physical Activity Among Children and Youth in 9 Countries With Low to Medium Human Development Indices: A Global Matrix 3.0 Paper

Physical fitness and cognitive function among school–aged children in selected basic schools in the Ho Municipality of Ghana

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