academic outcomes, including school absenteeism, school completion, academic performance at the end of school, and university enrollment. The primary aim of the current study was to identify long-term patterns of sport participation from childhood into adolescence and to examine the association between
Search Results
Sport Participation for Academic Success: Evidence From the Longitudinal Study of Australian Children
Katherine B. Owen, Bridget C. Foley, Ben J. Smith, Karine E. Manera, Lucy Corbett, Michelle Lim, Philayrath Phongsavan, Pamela Qualter, Ding Ding, and Philip J. Clare
National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study
Kelly R. Evenson, Fang Wen, Sarah M. Lee, Katie M. Heinrich, and Amy Eyler
Background:
A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.
Methods:
In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).
Results:
No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.
Conclusions:
These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.
Context-Specific Correlates of Walking Behaviors to and From School: Do They Vary Across Neighborhoods and Populations?
Xuemei Zhu, Chanam Lee, Oi-Man Kwok, and James W. Varni
Background:
A growing number of studies have examined correlates of walking-to/from-school behaviors. However, the potential differences across neighborhoods have been understudied. To address this knowledge gap, this study compared 4 elementary school settings (low-income inner-city; mid- to low-income, urban with and without freeway in attendance area; and high-income suburban) in Austin, Texas.
Methods:
Parental surveys (n = 680, response rate = 25%) were analyzed using binary logistic regressions to identify correlates of walking to/from school for each setting. Five focus groups were conducted with 15 parents and analyzed using content analysis to supplement the survey results.
Results:
Parents’ personal barrier was the only consistently significant variable across 4 settings (OR = 0.113−0.463, P < .05). Parental education showed contrasting results between the suburban setting (OR = 3.895, P < .01) and the urban setting with freeway presence (OR = 0.568, P < .05). Personal attitude and walking habit had lower explanatory power in lower-income settings than in the higher-income site. But sociodemographic, physical environment, and safety conditions had greater explanatory power in lower-income settings. Freeway barrier was significant in the inner-city setting (OR = 0.029, P < .05) and the urban setting with freeway presence (OR = 0.142, P < .05).
Conclusions:
Significant differences in correlates of walking-to/from-school behaviors were found across the 4 elementary school settings, suggesting the importance of context-sensitive approaches in future research and practice.
After-School Activities of Japanese Elementary School Children: Comparison of Children Who Attend Lessons and Cram Schools With Those Who Do Not
Yasuo Kojima
CIM. Although the results frequently confirmed that children become more active with the increase in grade level, 4 – 6 other scholars demonstrated the effects of gender, 6 – 9 birth order, 9 – 11 regional categories, 12 – 14 distance from home to school, 15 and parental perceptions of
2022 Para Report Card on Physical Activity of Israeli Children and Adolescents With Disabilities
Yeshayahu Hutzler, Riki Tesler, Avinoam Gilad, Kwok Ng, and Sharon Barak
education system in the country is divided between Hebrew and Arabic speakers. The Hebrew-speaking school attendants are also divided according to religious practice (i.e., secular or nationally religious systems). Based on a representative survey, approximately 326,000 Israeli children and adolescents (11
Preschool to School-Age Physical Activity Trajectories and School-Age Physical Literacy: A Longitudinal Analysis
Hilary A.T. Caldwell, Nicole A. Proudfoot, Natascja A. DiCristofaro, John Cairney, Steven R. Bray, and Brian W. Timmons
health indicators in school-age children, and that moderate to vigorous physical activity (MVPA) mediated the relationship between physical literacy and aerobic fitness. 3 Among a sample of youth from northern Canada, physical literacy was moderately associated ( r = .20–.44) with self
Process Evaluation of a Scaled-Up School-Based Physical Activity Program for Adolescents: Physical Activity 4 Everyone
Matthew Mclaughlin, Jed Duff, Elizabeth Campbell, Tom McKenzie, Lynda Davies, Luke Wolfenden, John Wiggers, and Rachel Sutherland
Additionally, adolescence is considered a critical period in the establishment of PA habits, which track into adulthood. 5 To support adolescents, school-based PA programs are recommended by the World Health Organization Global Action Plan on Physical Activity (2018–2030) 6 , 7 and are one of the
Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, and Penelope Friday
/year from ages 9 to 15 years ( Merlo et al., 2020 ; Nader et al., 2008 ). Children living in low-resource communities report even lower rates of PA ( Davidson et al., 2013 ; Richmond et al., 2006 ), placing them at increased risk for obesity, anxiety, depression, missed school days, and lower academic
The Secret Sauce? Taking the Mystery Out of Scaling-Up School-Based Physical Activity Interventions
Heather A. McKay, Sarah G. Kennedy, Heather M. Macdonald, Patti-Jean Naylor, and David R. Lubans
Whole-of-school physical activity programs are one of the 8 best investments that can improve children’s physical activity. 1 , 2 However, despite a plethora of school-based interventions that work to improve the physical activity of students, 3 – 5 alarmingly low levels of physical activity
Physical Activity Levels During School Recess in a Nationally Representative Sample of 10- to 11-Year-Olds
Lan Sum Wong, John J. Reilly, Paul McCrorie, and Deirdre M. Harrington
children is one of the most important public health issues in the 21st century ( 23 ). The World Health Organization has recommended that school-age children engage in moderate to vigorous PA (MVPA) for an average of at least 60 minutes per day ( 51 ). However, many children globally do not meet the
