Tracking Children’s Physical Activity Patterns across the School Year: A Mixed-Methods Longitudinal Case Study

Abstract

Despite the breadth of health benefits associated with regular physical activity (PA), many children in the UK are not sufficiently active enough to meet health guidelines, and tend to become less active as they mature into and throughout adolescence. Research has indicated that children’s school, home and neighbourhood environments can all significantly influence their opportunities to engage in moderate-to-vigorous physical activity (MVPA). However, less is known about how children’s MVPA patterns within these key environments may change across the school year. The current mixed-methods case study aims to explore this issue by tracking key stage 2 (KS2) and key stage 3 (KS3) children’s MVPA patterns across the school year. Fifty-eight children (29 boys, 29 girls, KS2 = 34, KS3 = 24) wore an integrated global positioning systems (GPS) and heart rate (HR) monitor over four consecutive days in the first term of school (autumn), before these measurements were repeated in the two remaining school terms (winter–summer). A subsample of children (n = 6–8 per group) were invited to take part in one of six focus groups each term to further explore their PA behaviours and identify the barriers and facilitators to PA. The children’s MVPA was significantly lower (p = 0.046) in term 2 (winter/spring term) than during the warmer terms (autumn and summer). All the locations showed reductions in MVPA in term 2, except indoor MVPA, which increased, and MVPA on foot in the neighbourhood, which remained consistent. Focus groups revealed location, friends, and the variety of options to be associated with MVPA, and poor weather, parental permission, and time limitations to be barriers to MVPA. This mixed-methodological, repeated-measures design study highlights differences in the activity patterns and perceptions of children over the school year. Future studies should implement longitudinal, multi-method approaches to gain deeper insight into how children’s PA behaviours differ over time. Consequently, this can inform future health policies promoting children’s PA throughout the year.

Stable physical activity tracking during children's guided active play

“…Our results show strong levels of tracking for EE, VPA, and MVPA over a 1-year interval for school-aged boys and girls participating in self-paced games in a GAP format. Therefore, our play-based results open up the need to consider the benefits of tracking children's PA in settings that will encourage and engage children in positive PA behaviors rather than restrict observations to habitual activity (Moghaddaszadeh et al, 2016 ; Truelove et al, 2017 ; Khawaja et al, 2020 ).…”

“…The majority of studies have assessed tracking statistics over several days/hours during habitual PA and/or organized sports participation with a few studies using a play-based approach. Furthermore, the variations in tracking statistics reported in previous PA studies have used a variety of age groups, tracking intervals, methods, and measurement tools (Jago et al, 2017 ; Khawaja et al, 2020 ). It has been suggested that attention must be given to PA settings/approaches when comparing tracking statistics to assess children's PA behaviors (Malina, 1996 , 2001 ).…”

“…During late childhood (10–12 years) and adolescence (13–14 years), inter-age correlations for total PA were lowest, ranging from r = 0.03 to r = 0.18, respectively, (Fortier et al, 2001 ). Explanations used to describe these varied age-related trends for PA tracking statistics include (a) measurement assessment errors when using survey, recall, physiological, and/or movement sensors, (b) study design challenges (i.e., 1 day a week or multiple days per weekday and/or weekend), and (c) the variety in PA responses based on the type or nature of PA opportunities, such as organized vs. unorganized activity and sports vs. play (Jago et al, 2017 ; Khawaja et al, 2020 ). In addition to challenges associated with measurement, study design, and type of PA, it has been proposed that tracking studies of PA engagement should not only consider physiological demands of PA but also psychosocial and environmental factors that will contribute to promote PA participation (Malina, 1996 , 2001 ; Pettee-Gabriel et al, 2012 ; Jago et al, 2017 ).…”

“…In addition, the range of EE and MVPA for cooperative games has been reported to be repeatable from week to week for school-aged children (Belcastro et al, 2012 ). The physiological requirements for active EE and intensity of PA are provided by the use of cooperative games that increase the total active time and higher levels of MVPA in community-based settings, such as afterschool and community recreation centers (Moghaddaszadeh et al, 2016 ; Hollis et al, 2017 ; Khawaja et al, 2020 ). The psychosocial and environmental correlates of PA are supported by the guided play/fun components of GAP programs that are reported to enhance positive PA behaviors (enjoyment, social interaction, and encouragement) and reduce the negative influences and/or barriers (bullying and low self-efficacy) (Moghaddaszadeh et al, 2016 ; Truelove et al, 2017 ; Khawaja et al, 2020 ).…”

“…The physiological requirements for active EE and intensity of PA are provided by the use of cooperative games that increase the total active time and higher levels of MVPA in community-based settings, such as afterschool and community recreation centers (Moghaddaszadeh et al, 2016 ; Hollis et al, 2017 ; Khawaja et al, 2020 ). The psychosocial and environmental correlates of PA are supported by the guided play/fun components of GAP programs that are reported to enhance positive PA behaviors (enjoyment, social interaction, and encouragement) and reduce the negative influences and/or barriers (bullying and low self-efficacy) (Moghaddaszadeh et al, 2016 ; Truelove et al, 2017 ; Khawaja et al, 2020 ). Together these attributes support the use of guided or facilitated active play, using cooperative games as a good candidate for PA tracking during childhood and adolescence.…”