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Developmental Trends in the Energy Cost of Physical Activities Performed by Youth

Stewart G. Trost, Christopher C. Drovandi, and Karin Pfeiffer

Background:

Published energy cost data for children and adolescents are lacking. The purpose of this study was to measure and describe developmental trends in the energy cost of 12 physical activities commonly performed by youth.

Methods:

A mixed age cohort of 209 participants completed 12 standardized activity trials on 4 occasions over a 3-year period (baseline, 12-months, 24-months, and 36-months) while wearing a portable indirect calorimeter. Bayesian hierarchical regression was used to link growth curves from each age cohort into a single curve describing developmental trends in energy cost from age 6 to 18 years.

Results:

For sedentary and light-intensity household chores, YOUTH METs (METy) remained stable or declined with age. In contrast, METy values associated with brisk walking, running, basketball, and dance increased with age.

Conclusions:

The reported energy costs for specific activities will contribute to efforts to update and expand the youth compendium.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 13 (2016): Issue s1 (Jan 2016): New Data for an Updated Youth Energy Expenditure Compendium

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Girls on the Run: A Quasi-Experimental Evaluation of a Developmentally Focused Youth Sport Program

Kelley K. Pettee Gabriel, Rita DiGioacchino DeBate, Robin R. High, and Elizabeth F. Racine

Background:

Evidence supporting the effectiveness of a developmental-focused youth sport (DYS) program designed exclusively for elementary school aged girls is mounting. The purpose of this study was to evaluate the impact of on the Girls on the Run program on psychological and physical assets among 3rd- to 5th-grade girls.

Methods:

A longitudinal quasi-experimental study was conducted to evaluate intervention effects among 877 participants categorized into 1 of 3 groups (never, newly, and previously exposed). A 64-item self-report survey measured developmental assets at 3 time-points. Nested random effects ANOVA models were used to compare demographic factors and psychological and physical assets between exposure groups and to compare longitudinal differences in these assets.

Results:

After adjustment for multiple comparisons, previous program participants had significantly higher physical activity commitment (P = .006) and physical activity levels (P = .047) at preintervention than never exposed. From pre- to postintervention body image improved in newly exposed participants (P = .03). Physical activity increased from preintervention to follow-up among never and newly exposed participants (all P < .05).

Conclusions:

Although we were unable to fully confirm the study hypotheses, the results of the current study provide new evidence to support future long-term studies examining the effectiveness of an innovative DYS program for 3rd- to 5th-grade girls.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 8 (2011): Issue s2 (Jan 2011): Building Capacity–Celebrating 16 Years of Physical Activity and Public Health Postgraduate Training Courses

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A Qualitative Study of Interviewer-Administered Physical Activity Recalls by Children

Dawn K. Wilson, Suzanne Domel Baxter, Caroline Guinn, Russell R. Pate, and Kerry McIver

Background:

Qualitative methods were used to better understand how to obtain interviewer-administered recalls of physical activity from children.

Methods:

Subjects were 24 third- and fifth-grade children from 1 school in Columbia, South Carolina. Cognitive interviews targeted different retention intervals (about the same or previous school day). Round 1’s protocols used an open format and had 4 phases (obtain free recall, review free recall, obtain details, review details). Round 2’s protocols used a chronological format and had 3 phases (obtain free recall, obtain details, review details). Trained coders identified discrepancies across interview phases in children’s recalls of physical activity at physical education (PE) and recess. Based on the school’s schedule, children’s reports of PE and recess were classified as omissions (scheduled but unreported) or intrusions (unscheduled but reported).

Results:

Across interview phases, there were numerous discrepancies for Round 1 (regardless of grade, sex, or retention interval) but few discrepancies for Round 2. For Rounds 1 and 2, respectively, 0% and 0% of children omitted PE, while 33% and 0% intruded PE; 44% and 56% of children omitted recess, while 33% and 0% intruded recess.

Conclusions:

Results provide important information for facilitating interviewer-administered recalls of physical activity with elementary-age children.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 10 (2013): Issue 6 (Aug 2013)

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Change in Parental Influence on Children’s Physical Activity Over Time

Brandon L. Alderman, Tami B. Benham-Deal, and Jayne M. Jenkins

Background:

Parents are believed to play a pivotal role in their children’s health-related behaviors, including physical activity (PA). It is currently unclear, however, at what developmental period parental socialization has the strongest influence on child and/or adolescent PA levels. The purpose of this study was to take a developmental approach to examine parental influence on children’s PA levels over time.

Methods:

Parents (N = 70; 68 mothers) completed a questionnaire assessing PA habits, amount of time they engage in PA with their child, and reasons for their child’s PA participation at baseline (during child’s preschool years) and at follow-up, which occurred from 1 to 9 years later.

Results:

The results indicate that the relationship between parents’ and children’s physical activity patterns and parents’ reasons for their children’s participation in organized physical activity change over time. Parents also reported spending approximately 60 min per week engaged in physical activity together with their children at baseline compared with 40 min at follow-up.

Conclusions:

These findings help to extend previous research examining parental influences on children’s physical activity participation.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 7 (2010): Issue 1 (Jan 2010)

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Parental and Peer Influences on Physical Activity Among Scottish Adolescents: A Longitudinal Study

Joanna Kirby, Kate A. Levin, and Jo Inchley

Background:

This study investigated parental and peer influences on physical activity, examining gender and developmental differences during early-mid adolescence.

Methods:

A 5-year longitudinal study tracking physical activity (measured by PAQ-C) among adolescents (n = 641) from final year of primary (P7) to fourth year of secondary school (S4). Peer support, peer socializing, parental support, and independent play were assessed. Logistic regression predicted physical activity, by year and gender, in relation to social influences.

Results:

Boys reported higher physical activity, peer support, paternal support, and independent play than girls. Among both genders, peer, paternal, and maternal support decreased with age, whereas independent play increased. Time with friends was particularly important. Among high socializers (P7), odds of being active were over 3 times those of low socializers [boys: 3.53 (95% CI 1.77, 7.04), girls: 3.27 (95% CI 1.80, 5.92)]. Baseline physical activity was also a strong predictor among early secondary boys (OR 3.90 95% CI 2.10, 7.24) and girls (OR 4.15, 95% CI 2.00, 8.62). Parental support was less important than peer influences; only same-sex parental support remained significant in multivariables models.

Conclusions:

Parents and peers have important influences on adolescent physical activity. Significant gender and developmental effects are apparent through early-mid adolescence.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 8 (2011): Issue 6 (Aug 2011)

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The Predictive Utility of the Children’s Physical Activity Correlates (CPAC) Scale Across Multiple Grade Levels

Jodee A. Schaben, Gregory J. Welk, Roxane Joens-Matre, and Larry Hensley

Understanding physical activity (PA) correlates in youth is challenging due to the inherent changes in activity patterns, activity preferences, and social norms that occur during the normal developmental transition from childhood into adolescence. This study examines possible age-related differences in physical activity correlates using the Children’s Physical Activity Correlates Scale (CPAC). The Children’s Physical Activity Questionnaire (PAQ) was used to measure typical levels of PA. Results indicate high school youth had lower levels of PA and lower levels on the psychosocial correlates than middle school youth. Parental influence accounted for ~ 15% of the variance in PA while the predisposing factors (perceived competence, attraction to PA) accounted for 20% and 17% of the variance for middle and high school students, respectively. CPAC has similar predictive validity across the age range. The CPAC scale offers potential to help understand factors that influence physical activity behavior during the transition from childhood into adolescence.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 3 (2006): Issue 1 (Jan 2006)

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Engagement in Physical Activity During Recess: Gender and Grade Level Differences in the Elementary Grades

Sarah Wollersheim Shervey and James C. DiPerna

Background:

There are many purported benefits to recess including engaging in physical activity, forming positive peer relationships, and taking a break from the classroom. Current research, however, is inconclusive regarding the presence of gender and developmental differences in physical activity that takes place during recess. The purpose of this study was to examine differences in the amount of physical activity that occurs during recess across gender and grade level.

Methods:

Students from first- and sixth-grade classrooms participated in the study, and physical activity was measured using accelerometers to record the number of steps taken during recess.

Results:

A 2 × 2 factorial ANOVA indicated sixth grade males engaged in more physical activity than sixth grade females, first grade males, and first grade females.

Conclusions:

Because they are not engaging in as much physical activity as their sixth grade male counterparts, ways to help female and younger students take more steps during recess should be explored.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 14 (2017): Issue 9 (Sep 2017)

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Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

Jeff R. Crane, Patti J. Naylor, Ryan Cook, and Viviene A. Temple

Background:

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children’s perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome.

Methods:

Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation.

Results:

The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA.

Conclusions:

The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children’s participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 12 (2015): Issue 7 (Jul 2015)

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Peer Influence and Physical Activity Behavior in Young Children: An Experimental Study

Jacob Edward Barkley, Sarah-Jeanne Salvy, Gabriel J. Sanders, Shounak Dey, Kyle-Patrick Von Carlowitz, and Megan L. Williamson

Background:

There is evidence that the presence of a friend increases physical activity behavior in schoolaged children (≥ 8 years old) and in young adolescents. Little is known about the developmental trajectory of the effects of peer influences on children’s physical activity. Therefore, we sought to test the effect of the presence versus absence of a friend on physical activity in young children (≤ 6 years old).

Methods:

Physical activity was assessed, via accelerometery, in 3- to 6-year-old children, during 2 social conditions: alone and in the presence of a friend. During each condition, children were taken to a gymnasium and had free access to physical and sedentary activities for 30 minutes. In one condition children were tested alone (solo play), whereas in the other they were tested in the presence of a friend who had access to the same activities.

Results:

Children exhibited 54% greater (P < .02) average accelerometer counts during the friend condition (mean = 2629, SD = 1080 or 5.7 METs) than during the solo play condition (mean = 1707, SD = 1009 or 4.5 METs).

Conclusions:

The presence of a friend contributes to increased physical activity behavior in young children.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 11 (2014): Issue 2 (Feb 2014)

Open access

Energy Cost of Activities in Preschool-Aged Children

Maurice R. Puyau, Anne L. Adolph, Yan Liu, Theresa A. Wilson, Issa F. Zakeri, and Nancy F. Butte

Background:

The absolute energy cost of activities in children increases with age due to greater muscle mass and physical capability associated with growth and developmental maturation; however, there is a paucity of data in preschool-aged children. Study aims were 1) to describe absolute and relative energy cost of common activities of preschool-aged children in terms of VO2, energy expenditure (kilocalories per minute) and child-specific metabolic equivalents (METs) measured by room calorimetry for use in the Youth Compendium of Physical Activity, and 2) to predict METs from age, sex and heart rate (HR).

Methods:

Energy expenditure (EE), oxygen consumption (VO2), HR, and child-METs of 13 structured activities were measured by room respiration calorimetry in 119 healthy children, ages 3 to 5 years.

Results:

EE, VO2, HR, and child-METs are presented for 13 structured activities ranging from sleeping, sedentary, low-, moderate- to high-active. A significant curvilinear relationship was observed between child-METs and HR (r 2 = .85; P = .001).

Conclusion:

Age-specific child METs for 13 structured activities in preschool-aged children will be useful to extend the Youth Compendium of Physical Activity for research purposes and practical applications. HR may serve as an objective measure of MET intensity in preschool-aged children.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 13 (2016): Issue s1 (Jan 2016): New Data for an Updated Youth Energy Expenditure Compendium