Socioeconomic Disparities in Elementary School Practices and Children's Physical Activity during School

Abstract

Purpose To examine school socioeconomic status (SES) in relation to school physical activity-related practices and children’s physical activity. Design A cross-sectional design was used for this study. Setting The study was set in 97 elementary schools (63% response rate) in two U.S. regions. Subjects Of the children taking part in this study, 172 were aged 10.2 (standard deviation (SD) = 1.5) years; 51.7% were girls, and 69.2% were White non-Hispanic. Measures School physical education (PE) teachers or principals responded to 15 yes/no questions on school physical activity-supportive practices. School SES (low, moderate, high) was derived from the percent of students eligible for free and reduced-price lunch. Children’s moderate to vigorous physical activity (MVPA) during school was measured with accelerometers. Analysis School level analyses involved linear and logistic regression; children’s MVPA analyses used mixed effects regression. Results Low-SES schools were less likely to have a PE teacher and had fewer physical activity-supportive PE practices than did high-SES schools (p < .05). Practices related to active travel to school were more favorable at low-SES schools (p < .05). Children attending high-SES schools had 4.4 minutes per day more of MVPA during school than did those at low-SES schools, but this finding was not statistically significant (p = .124). Conclusion These findings suggest that more low- and moderate-SES elementary schools need PE teachers in order to reduce disparities in school physical activity opportunities and that PE time needs to be supplemented by classroom teachers or other staff to meet guidelines.

Associations between demographic characteristics and physical activity practices in Nevada schools

“…These variables were selected for the survey because they align with national recommendations or guidelines (e.g., having a school wellness coordinator, 150 minutes of PE per week, 100 minutes of recess per week) and/or have been shown to be associated with increased PA at school (Active Living Research 2011; Carlson, 2014; IOM, 2013 Lounsbery et al, 2013; USDHH CDC, 2009). Only elementary school principals were asked about recess practices.…”

“…We examined school practices related to general wellness; PE, recess, and classroom-, before-, and after-school activities; PA facilities; and support for active transport. These school practices have been shown to be associated with increased PA at school and/or are aligned with national recommendations or guidelines (Active Living Research 2011; Carlson, 2014; IOM, 2013; Lounsbery et al, 2013; USDHH CDC, 2009). Based on the literature cited above, we hypothesized that schools with greater proportions of demographically vulnerable students (Black, Hispanic, low-SES), schools with higher student-to-teacher ratios, and rural schools would be less likely to have PA supportive practices in place.…”

“…A study conducted in 97 elementary schools (Carlson et al, 2014) and one in 36 middle schools (Young et al, 2007) found that students in more affluent schools spent more time engaged in MVPA than students in low-SES schools and that low-SES schools had fewer PA-supportive practices than high-SES schools. As well, a national study found that elementary schools with greater proportions of Hispanic and Black students had inferior recess practices, playgrounds, and gymnasiums compared to predominantly White schools (Turner et al, 2010).…”

Características Socioeconômicas, Prática De Atividade Física E Qualidade De Vida De Escolares Da Rede Pública

“…Neste estudo, não houve diferença significativa entre os escores nos dominios "CF", "Aspectos Emocionais", "Sociais", "Escolares" e o escore geral de QV, em relação às crianças que praticavam e aquelas que não praticavam atividade física. Contudo, a literatura menciona que a prática de atividade física melhora a qualidade de vida, por proporcionar benefícios na prevenção e tratamento de quadros indesejáveis na população jovem, como diabetes, obesidade e síndrome metabólica, além de influenciar positivamente na saúde do sistema circulatório e musculoesquelético e de melhorar o desempenho escolar e o comportamento social (21)(22) . Vale ressaltar que, neste estudo, quantidade reduzida de crianças praticava alguma atividade físi-ca, o que supostamente gerou a incompatibilidade dos resultados aqui expostos com os achados na literatura.…”

“…Corroborou com tal situação, o fato de a pesquisa ter sido realizada em escola pública, com alunos de baixa renda. Fatores econômicos afetam a capacidade das escolas para melhor incorporar práticas de atividade física no dia a dia escolar e escolas situadas em áreas de baixa renda são menos propensas a oferecer recesso para prática de atividades, esporte pós-escola, disciplinas voltadas a atividade física (por exemplo, educação física com professor certificado) e instalações adequadas do que aquelas em áreas de alta renda (22) .…”