activity. This suggests schools were unable to encourage physical activity by remote learning methods during stay-at-home lockdowns. This is in agreement with postlockdown work which shows that when attending in-person schooling was more physically active compared to virtual schooling at home. 29 The
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Device-Measured Change in Physical Activity in Primary School Children During the UK COVID-19 Pandemic Lockdown: A Longitudinal Study
James Scales, Jasmine Chavda, Erika Ikeda, Ivelina Tsocheva, Rosamund E. Dove, Helen E. Wood, Harpal Kalsi, Grainne Colligan, Lewis Griffiths, Bill Day, Cheryll Crichlow, Amanda Keighley, Monica Fletcher, Chris Newby, Florian Tomini, Fran Balkwill, Borislava Mihaylova, Jonathan Grigg, Sean Beevers, Sandra Eldridge, Aziz Sheikh, James Gauderman, Frank Kelly, Gurch Randhawa, Ian S. Mudway, Esther van Sluijs, and Christopher J. Griffiths
Analysis of Changes in Physical Fitness in Children and Adolescents (11–15 Years) From Kraków (Poland) During COVID-19 Pandemic
Paulina Artymiak, Magdalena Żegleń, and Łukasz Kryst
broad jump, normalized standing broad jump, and an increase in the time of the shuttle run test. Among girls, a decrease was also observed in the medicine ball throw and flexibility tests. The worsening results of physical fitness tests may be caused by reduced physical activity, remote learning, and
Association Between Children’s and Parents’ Physical Activity During the COVID-19 Pandemic: A Cross-Lagged Analysis
Monika Szpunar, Matthew Bourke, Leigh M. Vanderloo, Brianne A. Bruijns, Stephanie Truelove, Shauna M. Burke, Jason Gilliland, Jennifer D. Irwin, and Patricia Tucker
and extended instances of remote learning or when organized activities (sports) are not accessible. The purpose of this study was to assess the association between parents’ and children’s self-reported physical activity levels across time during the COVID-19 pandemic. Given the substantial time that
Navigating Physical Activity Promotion and Policy in the Post-COVID-19-Pandemic Era
Justin Richards, Katja Siefken, Michael Pratt, Adrian Bauman, Juliana Mejía-Grueso, Catherine B. Woods, Wanda Wendel-Vos, Erica Hinckson, Deborah Salvo, Pedro C. Hallal, and Andrea Ramírez Varela
walking, hiking, and cycling. Guidelines and recommendations were provided to ensure safe participation in sports and exercise activities [. . .]. Efforts were made to ensure that physical education and opportunities for physical activity continued in schools, even during periods of remote learning