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Original Research The International Universities Walking Project: Development of a Framework for Workplace Intervention Using the Delphi Technique

520 – 528

Background: This study was designed to model the relationship between an ActiGraph­based “in-school” physical activity (PA) and the daily one among children and to quantify how school can contribute to the daily PA rec­ommendations. Method: Fifty boys and 43 girls (aged 8 to 11 years) wore ActiGraph for 2 schooldays of no structured PA. The daily moderate-to-vigorous PA (MVPAd) was re­gressed on the school time MVPA (MVPAs). Then, a ROC analysis was computed to define the required MVPAs. Results: Children spent 57% of their awaking time at school. School time PA opportunities (ie, recesses: ~18% of a child’s awaking time) accounted for >70% of the MVPAd among children. Then, MVPAd (Y) could be predicted from MVPAs (X) using the equation: Y = 2.06 X0.88; R2 = .889, P < .0001. Although, this model was sex-specifically de­termined, cross-validations showed valid esti­mates of MVPAd. Finally, with a sensitivity of 100% and a specificity of 90%, MVPAs, a 34 min.d−1 was required to prompt the daily rec­ommendation. Conclusions: The current study shows the contribution of MVPA at school to recommended activity levels and suggests the value of activity performed during recesses. It also calls for encouraging both home- and community-based interventions, predominant­ly directed toward girls.

Authors: Wendy J. Brown, Guy Faulkner, Jim McKenna, Marie H. Murphy, Andy Pringle, Karin I. Proper, Anna Puig-Ribera, Aphrodite Stathi

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