Time spent playing outdoors after school and its relationship with independent mobility: a cross-sectional survey of children aged 10–12 years in Sydney, Australia

Wen, Li Ming; Kite, James; Merom, Dafna; Rissel, Chris

doi:10.1186/1479-5868-6-15

Cited by 96 publications

(81 citation statements)

References 23 publications

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“…It is possible to mention the case of LSES households, where the parents, usually only mothers, are more likely to be at home during the day, which contributes to higher rates of children's outdoor PA 18 . It is also worth mentioning that children's independent mobility is a factor significantly associated with their time spent playing outdoors, considering it depends on several variables including the parent's perception on the neighborhood's safety 27 . Because of inferior supervised time, low levels of outdoor play in HPE children can be due to the mothers' concerns on the neighborhood's safety and on the safety of the living areas 34 .…”

Section: Discussionmentioning

confidence: 99%

“…Environments that promote children's higher independent mobility can increase their physical activity levels. Further, children's independent mobility should be considered in research regarding children's play time and physical activity 27 . It is worth to highlight that regardless of sex, the parents reported that their children engaged in more outdoor activities on the WEND than during the WK (absolute values).…”

Section: Discussionmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

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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“…Staying more in school way is inconsistent with Prezza et al (2001) and Romero (2010) who found that the time children spend in their way to and from school can be increased by enhancing their independent mobility. Furthermore, those children who are mostly allowed to walk on their own, near where they live, are more than two and a half times more likely to spend time at least 30 minutes outside after school compared to those who are never allowed to walk on their own (Wen et al 2009). Therefore, preparing various play features along the children's route to school can motivate them to stay and play in outdoor environments in their school way.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regarding the relation of children's independent mobility and the time spent in their school journey, it is noteworthy that children who have the independent mobility to travel to school play for at least half an hour in their school journey (Wen et al 2009). Staying more in school way is inconsistent with Prezza et al (2001) and Romero (2010) who found that the time children spend in their way to and from school can be increased by enhancing their independent mobility.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, the restriction on children's autonomy in their movement is considered a factor that plays a significant role in their travel mode choice (Romero 2010). Recently, many researchers such as Mackett et al (2007), Ross (2007), Brown et al (2008), Wen et al (2009) have emphasized that children's walking to school without parental supervision and accompaniment has an effect on their skills and knowledge (Romero 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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Children’s Walking to School: Driving and impeding factors

Rezasoltani¹,

Behzadfar²,

Said³

2017

AjBeS

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Motorized travel mode to school affects children's interaction with the environments in their journey that causes many consequences for them. With a focus on children's and parents' perception regarding the environment, this paper addresses some factors that affect children's travel mode choice in their school journey in Iran. The method used in this study was the analysis of collected data through questionnaire and interview. The results revealed the relations of three significant factors influencing children's walking mode choice in their school way. Identified factors can lead to design appropriate settings in their routes that can cause benefits for children and parents.

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MPAs, aquatic conservation and connecting people to nature

Nicoll¹,

Vick²,

Laffoley

et al. 2016

Aquatic Conservation

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The human affinity for aquatic species and environments is exemplified through the ubiquity of aquatic themed popular culture including a significant portion of global tourism providing access to places linked to aquatic environments. Yet this affinity does not appear to translate to the widespread support required for the achievement of ambitious aquatic biodiversity conservation goals. Achieving conservation goals is contingent upon broad awareness of the values of biodiversity and what can be done to conserve and use it sustainably as embodied by Aichi Biodiversity Target 1. This paper identifies seven lessons to support marine protected area (MPA) managers and ocean conservation professionals to implement programmes that “Inspire a New Generation” (ING) to learn about, value and conserve aquatic environments: (1) Prioritize Experience; (2) Embrace Technology; (3) Integrate; (4) Focus on Youth; (5) Make it Relevant; (6) Make it Positive; and (7) Engage Other Sectors. These lessons are discussed alongside examples of ING programmes from MPA management authorities and aquatic conservation organizations. The effective application of these lessons requires appropriate levels of institutional commitment and investment in order to achieve success in ING as a precursor to the achievement of aquatic conservation goals. Copyright © 2016 John Wiley & Sons, Ltd.

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Time spent playing outdoors after school and its relationship with independent mobility: a cross-sectional survey of children aged 10–12 years in Sydney, Australia

Cited by 96 publications

References 23 publications

Parental education and perception of outdoor playing time for preschoolers

Parental education and perception of outdoor playing time for preschoolers

Children’s Walking to School: Driving and impeding factors

MPAs, aquatic conservation and connecting people to nature

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