Secular Trends in Youth Physical Activity and Parents’ Socioeconomic Status from 1977 to 2005

Telama, R.; Laakso, Lauri; Nupponen, Heimo; Rimpelä, Arja; Pere, Lasse

doi:10.1123/pes.21.4.462

Cited by 42 publications

(42 citation statements)

References 27 publications

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“…PA location seems to be relevant. Telama et al (2009) concluded that children of parents with higher SES had more access to physical and sportive practices over 28 years (from 1977 to 2005). Although, there was not such evidence when comparing organized PA in the school environment and comparing children`s spontaneous PA.…”

Section: Discussionmentioning

confidence: 99%

The importance of physical education classes in pre‐school children

Vale

Santos

Soares‐Miranda

et al. 2010

J Paediatrics Child Health

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Aim: The purpose of this study was to analyse differences between total physical activity (TPA) and moderate‐to‐vigorous PA (MVPA) of pre‐school children during daily school hours when they attended the physical education class (PED) and school days without PE class (NPED) and to assess the contribution of PE classes to TPA in school hours. Methods: The sample was composed of 193 pre‐school healthy children (96 girls) aged from three to five years old and was conducted between February and December of 2008. Children wore accelerometers for at least four consecutive days during school hours. Data were analysed with specific software, age‐specific counts‐per‐minute cut‐off points and a 5 s epoch were used. Independent and general linear model repeated measures were used to assess differences between gender and differences between different days within each gender, respectively. Results: Boys engaged more MVPA than girls (P < 0.05). During PED, pre‐school children engaged significantly more in TPA and MVPA than during NPED (P < 0.05). PE class contributed, on average, 27.7% for the TPA and 32.8% of daily MVPA during PED in both gender. Conclusion: The results of this study suggest that structured PA such as a PE class increased the daily TPA and MVPA level of pre‐school children.

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Section: Discussionmentioning

confidence: 99%

The importance of physical education classes in pre‐school children

Vale

Santos

Soares‐Miranda

et al. 2010

J Paediatrics Child Health

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“…Participation in physical activity is unevenly distributed across population groups. Various writers have discussed [12,15,16] that associations between childhood socioeconomic position, social mobility, and physical activity and fitness may run through the mechanisms, such as improved socioeconomic circumstances leading to greater social or economic and psychological support for physical activity for example through more flexible work hours and higher income; a low social class may weaken parents' ability to transport children to organized sports, as well as to afford the fees and equipment required for the young person to participate.…”

Section: From Childhood To Adolescence and Adulthoodmentioning

confidence: 98%

“…Upward social mobility, defined as reaching a higher level of educational attainment than one's parents, was associated with a greater likelihood of high physical activity in adulthood and a greater likelihood of a high fitness level. The results of secular trends in the Finnish Adolescent Health and Lifestyle Survey from 1977 to 2005 [16] showed that participation in youth sport organized by sport clubs was strongly associated with parental socioeconomic status over a period of 28 years in both sexes. Social inequality was smaller in sport organized by schools and in young people's spontaneous physical activities.…”

Section: From Childhood To Adolescence and Adulthoodmentioning

confidence: 98%

“…Physical activity is discussed as a habit, and other causal links and possible pathways of physical activity are presented. The perspective of longitudinal studies is reported by means of the tracking study review by Telama [8], and by studies from childhood and adolescence to middle adulthood [9][10][11][12][13][14][15][16], in adulthood [17,18], longtime tracking from young age to old age [19], and in old age [20][21][22][23][24][25]. Transitions, for example, retirement and life changes, are seen as an opportunity for positive and negative changes in physical activity.…”

Section: Introductionmentioning

confidence: 98%

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Life-course perspective for physical activity and sports participation

Hirvensalo

Lintunen

2011

Eur Rev Aging Phys Act

207

169

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The purpose of this paper was to discuss physical activity and sports participation in a life-course framework, long-term tracking, determinants, and correlates of physical activity from childhood to old age, and present possible causal links and pathways for the continuity of physical activity. It seems that intensive participation in general in physical activity and sports, as well as participation at school age, are important predictors of adulthood participation. Especially, inactivity rather than activity tends to track from youth to adulthood. Socioeconomic status, place of residence, and personal upward social mobility are related to participation. If physical activity is at a low level in early adulthood, it does not easily become a part of life later on, particularly among blue-collar workers, women, and people with initially poor perceived health. Furthermore, in old age, earlier physical activity seems to be the key determinant along with gender. Repeated social reinforcement in the form of support for autonomy, competence, and relatedness is important especially in transition periods and life events such as secondary schooling, change in employment, and change in family structure. In contrast, retirement presented itself as a good chance of starting new leisure time activities. A life-course approach provides understanding on long-ranging developmental trajectories. According to these results in particular, the polarization of exercise to the active and inactive portions of the population is accumulated over time, and gender and social background features require special attention.

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“…It is worth mentioning the overall findings for different reasons. First, unlike studies with older children and adolescents, low SES children are less active than their higher SES peers because of the lack of access to equipment and facilities 29 ; HSES children have easier access to structured physical activities and sports paid by their parents 30 . This may not be relevant for preschoolers as their PA engagement may take place in more informal situations that do not require payment 31 .…”

Section: Discussionmentioning

confidence: 99%

Parental education and perception of outdoor playing time for preschoolers

Mota

Silva-Santos

Santos

et al. 2017

Motriz: rev. educ. fis.

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-Aim:The objective of this study was to analyze whether or not socioeconomic positions influence outdoor playtime during the week (WK) and on the weekends (WEND). Methods: The sample consisted of 485 (girls; n=223) healthy preschoolers, aged from 3 to 6 years, enrolled in kindergartens from the metropolitan area of Porto, Portugal.Physical Activity (PA) was assessed for 7 consecutive days with an accelerometer. The time playing outdoors during the WK or the WEND was reported by parents. Anthropometric data (weight and height) was collected following standardized protocols. Socioeconomic position was assessed by Parental Education (PE), according to the Portuguese education system. Results: We found differences in time spent playing outdoors either for the WK or WEND, but not for Total PA (TPA), in both sexes. However, regression analysis showed that after age adjustment, BMI and TPA for both sexes, we only found significant associations between low PE (LPE) and high PE (HPE) groups on WK or WEND.However, we found no statistically significant association for boys on the WK (p=0.06). Conclusion: Our findings suggest that socioeconomic position can influence the children's time spent in outdoor activities, especially on the weekends. This may have implications for future interventions with this age group.

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Secular Trends in Youth Physical Activity and Parents’ Socioeconomic Status from 1977 to 2005

Cited by 42 publications

References 27 publications

The importance of physical education classes in pre‐school children

The importance of physical education classes in pre‐school children

Life-course perspective for physical activity and sports participation

Parental education and perception of outdoor playing time for preschoolers

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