Step Counts of Non-White Minority Children and Youth by Gender, Grade Level, Race/Ethnicity, and Mode of School Transportation

in Journal of Physical Activity and Health
Restricted access

Purchase article

USD  $24.95

Student 1 year online subscription

USD  $117.00

1 year online subscription

USD  $156.00

Student 2 year online subscription

USD  $222.00

2 year online subscription

USD  $296.00

Background:

The purposes of this study were to describe and analyze the steps/d of nonwhite minority children and youth by gender, grade level, race/ethnicity, and mode of school transportation. A secondary purpose was to compare the steps/d of minority children and youth to their Caucasian grade-level counterparts.

Methods:

Participants were 547 minority youth grades 5 to 8 from 4 urban schools. Participants wore sealed pedometers for 6 consecutive week/school days. Three hundred and ten participants responded to a questionnaire concerning their mode of transportation to and from school.

Results:

Statistical analyses indicated a main effect for gender (F(3, 546) = 13.50, P < .001) with no interaction. Boys (12,589 ± 3921) accumulated significantly more steps/d than girls (9,539 ± 3,135). Further analyses also revealed a significant main effect for mode of school transportation (F(2, 309) = 15.97, P ≤ .001). Walkers (12,614 ± 4169) obtained significantly more steps/d than car (10,021 ± 2856) or bus (10,230 ± 3666) transit users.

Conclusions:

Minority boys obtain similar steps/d as their Caucasian grade-level counterparts; minority girls obtain less steps/d than their Caucasian grade-level counterparts. Minority youth who actively commute are more likely to meet PA recommendations than nonactive commuters.

Johnson is with the Dept of Kinesiology, Boise State University, Boise, ID. Brusseau is with the Dept of Physical Education and Sport, College of Brockport, Brockport, NY. Darst and Kulinna are with the Dept of Physical Education, Arizona State University Polytechnic, Mesa, AZ. White-Taylor is with the Dept of Educational Innovation and Teacher Preparation, Arizona State University Polytechnic, Mesa, AZ.