selection bias on the results of observational studies. Physical activity epidemiology has not adopted these methodological advances as quickly as other disciplines. To address this, the Epidemiology Council of the International Society for Physical Activity and Health (ISPAH) was recently launched. The aim
Brigid M. Lynch, Andrea Ramirez Varela and Terry Boyle
Javier Brazo-Sayavera, Cecilia del Campo, María José Rodríguez, Inacio Crochemore Mohnsam da Silva, Eugenio Merellano-Navarro and Pedro R. Olivares
Introduction Only 28.8% of 13-15 old years accumulate 60 minutes of moderate-to-vigorous physical activity (MVPA) on five or more days per week. In fact, Uruguayan adolescents only report a median of two days per week of 60 minutes of MVPA, according to the Global School-based Student Health Survey
Kingsley K. Akinroye and Ade F. Adeniyi
81% of adolescents not getting enough physical activity. 2 An appraisal of physical activity through the Report Card will engender healthy youth population. Methods The 2018 Nigerian Report Card on Physical Activity for Children and Youth (see cover page, Figure 1 ) is a build-up on the 2014 and
Mark S. Tremblay, Casey E. Gray, Kingsley Akinroye, Dierdre M. Harrington, Peter T. Katzmarzyk, Estelle V. Lambert, Jarmo Liukkonen, Ralph Maddison, Reginald T. Ocansey, Vincent O. Onywera, Antonio Prista, John J. Reilly, María del Pilar Rodríguez Martínez, Olga L. Sarmiento Duenas, Martyn Standage and Grant Tomkinson
The Active Healthy Kids Canada (AHKC) Report Card on Physical Activity for Children and Youth has been effective in powering the movement to get kids moving by influencing priorities, policies, and practice in Canada. The AHKC Report Card process was replicated in 14 additional countries from 5 continents using 9 common indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and Built Environment, and Government Strategies and Investments), a harmonized process and a standardized grading framework. The 15 Report Cards were presented at the Global Summit on the Physical Activity of Children in Toronto on May 20, 2014. The consolidated findings are summarized here in the form of a global matrix of grades. There is a large spread in grades across countries for most indicators. Countries that lead in certain indicators lag in others. Overall, the grades for indicators of physical activity (PA) around the world are low/poor. Many countries have insufficient information to assign a grade, particularly for the Active Play and Family and Peers indicators. Grades for Sedentary Behaviors are, in general, better in low income countries. The Community and Built Environment indicator received high grades in high income countries and notably lower grades in low income countries. There was a pattern of higher PA and lower sedentary behavior in countries reporting poorer infrastructure, and lower PA and higher sedentary behavior in countries reporting better infrastructure, which presents an interesting paradox. Many surveillance and research gaps and weaknesses were apparent. International cooperation and cross-fertilization is encouraged to tackle existing challenges, understand underlying mechanisms, derive innovative solutions, and overcome the expanding childhood inactivity crisis.
Jillian J. Haszard, Kim Meredith-Jones, Victoria Farmer, Sheila Williams, Barbara Galland and Rachael Taylor
Evidence suggests that both physical activity and sleep are beneficial for the healthy development of children ( Chaput et al., 2016 ; Matricciani, Paquet, Galland, Short, & Olds, 2019 ; Poitras et al., 2016 ) whereas sedentary behavior may be detrimental ( Carson et al., 2016 ). However, as
Mark S. Tremblay, Joel D. Barnes, Silvia A. González, Peter T. Katzmarzyk, Vincent O. Onywera, John J. Reilly, Grant R. Tomkinson and the Global Matrix 2.0 Research Team
The Active Healthy Kids Global Alliance organized the concurrent preparation of Report Cards on the physical activity of children and youth in 38 countries from 6 continents (representing 60% of the world’s population). Nine common indicators were used (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments), and all Report Cards were generated through a harmonized development process and a standardized grading framework (from A = excellent, to F = failing). The 38 Report Cards were presented at the International Congress on Physical Activity and Public Health in Bangkok, Thailand on November 16, 2016. The consolidated findings are summarized in the form of a Global Matrix demonstrating substantial variation in grades both within and across countries. Countries that lead in certain indicators often lag in others. Average grades for both Overall Physical Activity and Sedentary Behavior around the world are D (low/poor). In contrast, the average grade for indicators related to supports for physical activity was C. Lower-income countries generally had better grades on Overall Physical Activity, Active Transportation, and Sedentary Behaviors compared with higher-income countries, yet worse grades for supports from Family and Peers, Community and the Built Environment, and Government Strategies and Investments. Average grades for all indicators combined were highest (best) in Denmark, Slovenia, and the Netherlands. Many surveillance and research gaps were apparent, especially for the Active Play and Family and Peers indicators. International cooperation and cross-fertilization is encouraged to address existing challenges, understand underlying determinants, conceive innovative solutions, and mitigate the global childhood inactivity crisis. The paradox of higher physical activity and lower sedentary behavior in countries reporting poorer infrastructure, and lower physical activity and higher sedentary behavior in countries reporting better infrastructure, suggests that autonomy to play, travel, or chore requirements and/or fewer attractive sedentary pursuits, rather than infrastructure and structured activities, may facilitate higher levels of physical activity.
Karla I. Galaviz, Mabel Aguilar Arroyo, Inés González-Casanova, Martín Francisco González Villalobos, Alejandra Jáuregui, Edtna Jáuregui Ulloa, Selene Pacheco Miranda, Marcela Pérez Rodríguez, Ricardo Alejandro Retano Pelayo and Juan Ricardo López-Taylor
The 2016 Mexican Report Card on Physical Activity for Children and Youth aims to assess how Mexico is doing in terms of providing physical activity (PA) opportunities for Mexican children and youth. The purpose of this article is to summarize results from the Mexican 2016 Report Card.
A literature search was conducted in Spanish and English languages using major databases, and complemented with a review of government/nongovernment documents, websites, and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. A team of Mexican experts met to discuss and assign a grade on each indicator based on the best available evidence and established benchmarks.
Daily behaviors grades were Overall PA (C), Organized Sport Participation (D), Active Play (D-), Active Transportation (C), and Sedentary Behavior (D). For Settings and Sources of Influence, grades were Family and Peers (INC), School (D-), and Community and Environment (D). Strategies and Investments grades were Government Strategies (C) and Non-Government (F).
PA and sedentary behaviors among Mexican children and youth remain below the recommended levels. Government and communities are far from providing appropriate and sufficient physical activity opportunities for children and youth.
María del Pilar Rodriguez Martinez, Karla I. Galaviz, Edtna Jauregui Ulloa, Ines Gonzalez-Casanova and Juan Ricardo Lopez y Taylor
The Mexican Report Card on Physical Activity in children and youth was first developed in 2012 as a tool aimed at informing policy and practice. The objective of this paper is to update the Report Card to reflect the current situation in Mexico.
A literature search was conducted in Spanish and English using major databases, and complemented with government documents and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. Experts from Mexico and Canada met to discuss and assign a grade on each indicator.
The physical activity indicator was assigned a C+, which was higher than in the previous report card. Sedentary behavior was assigned a D, which was lower than the previous report card. Organized Sports and Active Transportation, which were not graded in the previous report card, were assigned grades of D and B-, respectively. Government and Built Environment were assigned grades of C and F, respectively. Family and Peers and Active Play were not graded (INC).
Levels of PA and sedentary behaviors among Mexican children and youth were below the respective recommended references. The implementation and effectiveness of current government strategies need to be determined. The Mexican Report Card is a promising knowledge translation tool that can serve to inform policies and programs related to physical activity.
Deirdre M. Harrington, Sarahjane Belton, Tara Coppinger, Muireann Cullen, Alan Donnelly, Kieran Dowd, Teresa Keating, Richard Layte, Marie Murphy, Niamh Murphy, Elaine Murtagh and Catherine Woods
Physical activity (PA) levels are a key performance indicator for policy documents in Ireland. The first Ireland Report Card on Physical Activity in Children and Youth aims to set a robust baseline for future surveillance of indicators related to PA in children and youth.
Data collected between 2003−2010 on more than 35,000 7- to 18-year-old children and youth were used and graded using a standardized grading system for 10 indicators.
Grades assigned for the indicators were as follows: overall physical activity levels, D-; sedentary behavior (TV viewing), C-; organized sport participation, C-: physical education, D-; active play, inconclusive (INC); active transportation, D; school, C-, community and the built environment, B; family, INC; and government, INC.
PA recommendations exist in Ireland but this Report Card has shown that participation is still low. A number of promising policies, programs and services are in place but these require thorough evaluation and adequate resourcing. Agreement and implementation of a common framework for the systematic surveillance of indictors related to PA of children and youth is necessary to monitor change over time and ensure the impact of promising work is captured.
Pawel Zembura, Aleksandra Goldys and Hanna Nalecz
Poland’s 2016 Report Card on Physical Activity for Children and Youth is the first assessment of child and youth physical activity (PA) in Poland using the Active Healthy Kids Global Alliance grading system. The main goal was to summarize and describe the current state of child and youth PA to increase awareness and surveillance.
The systematic methodology that underpins the Active Healthy Kids Canada Report Card was adapted and applied to the Polish report card. The best available data were consolidated, reviewed by a group of experts, and used to assign the letter grades to 9 core PA indicators on a scale ranging from A (highest) to F (lowest).
The 9 indicators were graded as such: 1) Overall Physical Activity (D), 2) Organized Sport Participation (C), 3) Active Play (INC), 4) Active Transportation (C), 5) Sedentary Behaviors (D), 6) Family and Peers (C), 7) School (B), 8) Community and the Built Environment (C), and 9) Government Strategies and Investments (C).
The final grades show a strong role of school in providing PA for children and youth in Poland. However, promotion of school-based sport participation appears to be insufficient by itself to sustainably promote PA in this group.