Physical Activity Design Guidelines for School Architecture.
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ABSTRACT:
SUBMITTER: Brittin J
PROVIDER: S-EPMC4521876 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BackgroundChildren spend a significant portion of their days in sedentary behavior (SB) and on average fail to engage in adequate physical activity (PA). The school built environment may influence SB and PA, but research is limited. This natural experiment evaluated whether an elementary school designed to promote movement impacted students' school-time SB and PA.MethodsAccelerometers measured SB and PA at pre and post time-points in an intervention group who moved to the new school (n = 21) and in a comparison group experiencing no school environmental change (n = 20). Difference-in-difference (DD) analysis examined SB and PA outcomes in these groups. Measures were also collected post-intervention from an independent, grade-matched group of students in the new school (n = 21).ResultsAs expected, maturational increases in SB were observed. However, DD analysis estimated that the intervention attenuated increase in SB by 81.2 ± 11.4 minutes/day (p<0.001), controlling for time in moderate to vigorous physical activity (MVPA). The intervention was also estimated to increase daily number of breaks from SB by 23.4 ± 2.6 (p < .001) and to increase light physical activity (LPA) by 67.7 ± 10.7 minutes/day (p<0.001). However, the intervention decreased MVPA by 10.3 ± 2.3 minutes/day (p<0.001). Results of grade-matched independent samples analysis were similar, with students in the new vs. old school spending 90.5 ± 16.1 fewer minutes/day in SB, taking 21.1 ± 2.7 more breaks from SB (p<0.001), and spending 64.5 ± 14.8 more minutes in LPA (p<0.001), controlling for time in MVPA. Students in the new school spent 13.1 ± 2.7 fewer minutes in MVPA (p<0.001) than their counterparts in the old school.ConclusionsThis pilot study found that active school design had beneficial effects on SB and LPA, but not on MVPA. Mixed results point to a need for active classroom design strategies to mitigate SB, and quick access from classrooms to areas permissive of high-intensity activities to promote MVPA. Integrating active design with programs/policies to promote PA may yield greatest impact on PA of all intensities.
| S-EPMC5720751 | biostudies-literature
Project description:BackgroundGlobally, millions of children attend Outside School Hours Care. Children's activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines used in Outside School Hours Care for physical activity and screen time and summarise their content and methods of development.MethodsOutside School Hours Care guidelines for children aged 5 to 12 years were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. The search was conducted in March 2019 and results screened independently by two authors. Data were synthesized narratively.ResultsNine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The included guidelines focused predominantly on the after school care period (n = 9 vs n = 2 for the before school period). All had recommendations for physical activity, whilst 7 included screen time recommendations. There was considerable variability across the physical activity and screen time recommendations, though taken together, they recommended 30-60 min of moderate- to- vigorous physical activity and less than 60 min of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods.ConclusionsLimited published guidelines for physical activity and screen time in Outside School Hours Care exist. There is a variation in duration and intensity of physical activity recommended, whilst screen time recommendations are more consistent. Guidelines designed with rigorous tools and for other world regions are warranted.
| S-EPMC7542417 | biostudies-literature
Project description:BACKGROUND:The objective of this study was to derive evidence-based physical activity guidelines for the general Dutch population. METHODS:Two systematic reviews were conducted of English language meta-analyses in PubMed summarizing separately randomized controlled trials and prospective cohort studies on the relation between physical activity and sedentary behaviour on the one hand and the risk of all-cause mortality and incidence of 15 major chronic diseases and conditions on the other hand. Other outcome measures were risk factors for cardiovascular disease and type 2 diabetes, physical functioning, and fitness. On the basis of these reviews, an expert committee derived physical activity guidelines. In deriving the guidelines, the committee first selected only experimental and observational prospective findings with a strong level of evidence and then integrated both lines of evidence. RESULTS:The evidence found for beneficial effects on a large number of the outcome measures was sufficiently strong to draw up guidelines to increase physical activity and reduce sedentary behaviour, respectively. At the same time, the current evidence did not provide a sufficient basis for quantifying how much physical activity is minimally needed to achieve beneficial health effects, or at what amount sedentary behaviour becomes detrimental. A general tenet was that at every level of current activity, further increases in physical activity provide additional health benefits, with relatively larger effects among those who are currently not active or active only at light intensity. Three specific guidelines on (1) moderate- and vigorous-intensity physical activity, (2) bone- and muscle-strengthening activities, and (3) sedentary behaviour were formulated separately for adults and children. CONCLUSIONS:There is an unabated need for evidence-based physical activity guidelines that can guide public health policies. Research in which physical activity is measured both objectively (quantity) and subjectively (type and quality) is needed to provide better estimates of the type and actual amount of physical activity required for health.
| S-EPMC6016137 | biostudies-literature
Project description:BACKGROUND:Current guidelines suggest too little sleep, too little physical activity, and too much sedentary time are associated with poor health outcomes. These behaviours may also influence academic performance in school children. The primary purpose of this study was to examine the relationships between sleep, physical activity, or sedentary behaviours and academic performance in a school with a well-developed and integrated technology use and well-being program. METHODS:This was a cross-sectional survey of students (n?=?934, Grades 5-12) in an Australian school with a bring-your-own device (tablet or laptop computer) policy. Students reported sleep, physical activity, and sedentary (screen and non-screen) behaviours. Academic performance was obtained from school records. Linear regressions were used to test the association between behaviours and academic performance outcomes. RESULTS:Seventy-four percent of students met sleep guidelines (9 to 11?h for children 5-13?years and 8 to 10?h for 14-17?year olds), 21% met physical activity guidelines (60?min of moderate-to-vigorous physical activity every day), and 15% met screen time guidelines (no more than 2?h recreational screen time per day); only 2% met all three. There were no associations between meeting sleep guidelines and academic performance; however later weekend bedtimes were associated with poorer academic performance (-?3.4 points on the Average Academic Index, 95%CI: -?5.0, -?1.7, p?<?.001). There were no associations between meeting physical activity guidelines and academic performance. Meeting screen guidelines was associated with higher Average Academic Index (5.8, 95%CI: 3.6, 8.0, p?<?.001), Maths 7.9, 95%CI: 4.1, 11.6, p?<?.001) and English scores (3.8, 95%CI: 1.8, 5.8, p?<?.001) and higher time in sedentary behaviours was associated with poorer academic performance, including total sedentary behaviours in hrs/day (5.8 points on Average Academic Index, 95%CI: 3.6, 8.0, p?<?.001. Meeting at least two of the three behaviour guidelines was associated with better academic performance. CONCLUSIONS:Sleep and sedentary behaviours were linked to academic performance. School communities should emphasize comprehensive wellness strategies to address multiple behaviours to maximize student health and academic success.
| S-EPMC7165394 | biostudies-literature
Project description:BackgroundChildren's activity patterns in the periods before and after school make a key contribution to achieving 24-h movement guidelines. There are currently no national-level guidelines informing physical activity and screen time practices in Outside School Hours Care (OSHC) programs anywhere in the world. This study aimed to work with industry, government and academic stakeholders to develop draft physical activity and screen time guidelines for use in Australian OSHC.MethodsA 4-round online Delphi survey was conducted from May 2019 to January 2020. The Delphi participants included national and international experts and stakeholders from academia, education, government, health and the OSHC sectors. Round 1 consisted of open-ended questions exploring physical activity, screen time and sedentary behaviour in various periods of OSHC (before school, after school and vacation care). In rounds 2 and 3, participants rated the importance of items generated from the first round for inclusion in national guidelines using a Likert scale (1-9). Consensus was defined a priori as ≥80% of respondents rating an item as "critically important" (score 7-9). Between rounds 3 and 4, the guideline development panel used the consensus items, systematic review evidence, and followed the GRADE process, to draft the guidelines. In round 4, participants were invited to provide feedback on the draft guidelines and comment on barriers and enablers to implementation.ResultsSixty-seven stakeholders agreed to participate, with response rates 61, 81, 54 and 72% for the four rounds respectively. Of the 123 items generated across the three rounds, 48 statements achieved consensus agreement as critically important for inclusion in the guidelines. These included offering a variety of physical activities (free play, playground and equipment) and restriction of screen time. The final round provided feedback on the draft guidelines. The wording of the guidelines was found to be appropriate and preliminary enablers and barriers to implementation were identified.ConclusionsThis world-first expert and stakeholder consultation has underpinned the development of the draft Australian guidelines for physical activity and screen time in OSHC. Ongoing work is needed to further refine the guidelines, determine current rates of compliance with the guidelines and implement the guidelines into practice.
| S-EPMC7789289 | biostudies-literature
Project description:OBJECTIVE:To investigate associations between the number of physical activity facilities within walking distance of school and physical activity behavior in 12th grade girls during after-school hours. METHODS:Girls (N=1394) from 22 schools completed a self-report to determine physical activity after 3:00 p.m. The number of physical activity facilities within a 0.75-mile buffer of the school was counted with a Geographic Information System. Associations between the number of facilities and girls' physical activity were examined using linear mixed-model analysis of variance. RESULTS:Overall, girls who attended schools with ?5 facilities within the buffer reported more physical activity per day than girls in schools with <5 facilities. In addition, girls who attended rural schools with ?5 facilities reported ?12% more physical activity per day than girls who attended rural schools with <5 facilities. No difference existed for girls in urban/suburban schools with ?5 vs. <5 facilities. CONCLUSION:When school siting decisions are made, the number of physical activity facilities surrounding the school should be considered to encourage physical activity in 12th grade girls.
| S-EPMC3056935 | biostudies-literature
Project description:Physical activity (PA) may improve brain development, cognition, concentration and academic performance. In this prospective controlled intervention study, we increased the level of PA in 338 children aged 6-8 years at study start, from the Swedish standard of 60 min per week to 200 min per week (40 min daily). The intervention continued in all nine compulsory school years until the students graduated between 2007-2012. All other 689,881 Swedish children who graduated the same years were included as a control group. We registered at graduation eligibility rate for upper secondary school and the final grade score (from 0 to 320 grade points). We also registered the same end points in the 295 students in the index school and in all other 471,926 Swedish students who graduated in 2003-2006, that is, those who graduated before the intervention study started. Before the intervention, academic performance was similar among children in the index school as for all other Swedish boys and girls. With the intervention, the eligibility rate increased for boys in the index school by 7.3 percentage points and the mean grade scores by 13.3 points. This should be compared with a decrease of 0.8 percentage points in eligibility rate and an increase by 2.7 points in grade score in other Swedish boys. No changes were seen for intervention girls, neither in eligibility rates or grade scores. By introducing daily school-based PA in compulsory school, more boys would probably reach the eligibility rate for higher education.
| S-EPMC7353619 | biostudies-literature
Project description:ObjectivesTo identify the prevalence of knowledge of the current UK physical activity guidelines which were introduced in 2011 and prior physical activity guidelines (30 min on 5 days each week) within two large samples of UK adult's. To investigate whether knowledge of physical activity guidelines differs according to demographics such as ethnicity, age, education and employment status.DesignDescriptive cross-sectional study comparing two distinctive adult samples.SettingNational survey and online-administered survey conducted in England.ParticipantsThe 2007 Health Survey for England provides data on knowledge of physical activity guidelines from 2860 UK adults (56% women, 89% white, 63% under 45 years old). In 2013, an online survey was disseminated and data were collected from 1797 UK adults on knowledge of the most recent physical activity guidelines. The 2013 sample was 70% women, 92% white and 57% under 45 years old. All adults in both samples were >18 years old and without illnesses/disorders likely to restrict physical activity.Main outcomesKnowledge of physical activity guidelines in 2007 and 2013. Demographic correlates of knowledge of moderate-to-vigorous physical activity guidelines.Results18% of the 2013 sample accurately recalled the current physical activity guidelines compared with 11% of the 2007 sample who accurately recalled the previous guidelines. The differences in knowledge of physical activity guidelines existed for marital status, gender, age, education and employment status within both 2007 and 2013 samples (p<0.05). Men with lower education and employment status (unemployed including student and retired) and older adults were less likely to know physical activity guidelines (p<0.05). Knowledge of physical activity guidelines remained higher in the 2013 sample after controlling for demographic differences (p<0.05).ConclusionsDisadvantaged population groups are less knowledgeable about physical activity guidelines. Although knowledge of physical activity guidelines appears to have increased in recent years demographic disparities are still evident. Efforts are needed to promote health information among these groups.
| S-EPMC3855609 | biostudies-literature
Project description:It has been theorized that physical literacy is associated with physical activity and health. The purpose of this study is to investigate the associations between physical literacy and health, and if this relationship is mediated by moderate-to-vigorous physical activity (MVPA). Two hundred and twenty-two children (113 girls, 10.7 ± 1.0 years old) participated in this cross-sectional study. A physical literacy composite score was computed from measures of PLAYfun, PLAYparent, and PLAYself. Physical activity was measured over seven days with accelerometers, expressed as MVPA (min/day). Health indicators included: body composition (percent body fat), aerobic fitness (treadmill time and 60s heart rate recovery), resting systolic blood pressure, and quality of life. Physical literacy was significantly associated (p < 0.001) with percent body fat (R2 = 0.23), treadmill time (R2 = 0.21), 60 s heart rate recovery (R2 = 0.36), systolic blood pressure (R2 = 0.11), and quality of life (R2 = 0.11). The relationships between physical literacy and aerobic fitness, but not other health indicators, were directly mediated by MVPA. Higher physical literacy in children is associated with favorable health indicators, and the relationships between physical literacy and aerobic fitness were influenced by MVPA. Future work should examine these relationships longitudinally and determine if changes in physical literacy leads to changes in health.
| S-EPMC7432049 | biostudies-literature
Project description:BACKGROUND:This study examined associations between students' physical fitness and physical activity (PA), as well as what specific physical fitness components were more significant correlates to being physically active in different settings for boys and girls. METHODS:A total of 265 fifth-grade students with an average age of 11 voluntarily participated in this study. The students' physical fitness was assessed using four FitnessGram tests, including Progressive Aerobic Cardiovascular Endurance Run (PACER), curl-up, push-up, and trunk lift tests. The students' daily PA was assessed in various settings using a daily PA log for 7 days. Data was analyzed with descriptive statistics, univariate analyses, and multiple R-squared liner regression methods. RESULTS:Performance on the four physical fitness tests was significantly associated with the PA minutes spent in physical education (PE) class and recess for the total sample and for girls, but not for boys. Performance on the four fitness tests was significantly linked to participation in sports/dances outside school and the total weekly PA minutes for the total sample, boys, and girls. Further, boys and girls who were the most physically fit spent significantly more time engaging in sports/dances and had greater total weekly PA than boys and girls who were not physically fit. In addition, the physically fit girls were more physically active in recess than girls who were not physically fit. CONCLUSIONS:Overall, students' performance on the four physical fitness tests was significantly associated with them being physically active during PE and in recess and engaging in sports/dances, as well as with their total weekly PA minutes, but not with their participation in non-organized physical play outside school. TRIAL REGISTRATION:ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".
| S-EPMC5789625 | biostudies-literature