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Purpose: The purpose of this study was to examine the potential racial disparities in education for active living (i.e., regular participation in moderate to vigorous physical activity with mitigated and interrupted levels of sedentary behavior) between Black/African American and White students. Methods: The study took place in one public middle school located in the Southeastern region of the United States. A total of 167 Black and 168 White students in sixth, seventh, and eighth grades completed a written test and a survey in physical education to assess active living knowledge and behaviors, respectively. Results: Multivariate analysis of covariance and tests of between-subjects effects showed significant race differences. Specifically, Black students scored significantly lower on the knowledge test and reported lower levels of physical activity out of school, and higher levels of sedentary behavior than White students, after controlling for grade and gender. Conclusion: The results identified racial disparities in knowledge and behaviors of active living. Tailored, culturally relevant active living education in and out of schools are needed to level the playing field for Black students.
Imagbe, Wang, and Chen are with the School of Kinesiology, Louisiana State University, Baton Rouge, LA, USA. Liu is with the Department of Physical Education, Wuhan University of Technology, Wuhan, China. Androzzi is with the Department of Physical Education, Sport and Human Performance, Winthrop University, Rock Hill, SC, USA. Gu is with the Department of Kinesiology, University of Texas at Arlington, Arlington, TX, USA.