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Open access

Adrienne R. Hughes, Avril Johnstone, Farid Bardid and John J. Reilly

Open access

John J. Reilly, Avril Johnstone, Geraldine McNeill and Adrienne R. Hughes

Background:

The 2016 Active Healthy Kids Scotland Report Card aims to improve surveillance of physical activity (PA), facilitate international comparisons, and encourage evidence-informed PA and health policy.

Methods:

Active Healthy Kids Canada Report Card methodology was used: a search for data on child and adolescent PA and health published after the 2013 Scottish Report Card was carried out. Data sources were considered for grading if based on representative samples with prevalence estimates made using methods with low bias. Ten health behaviors/outcomes were graded on an A to F scale based on quintiles (prevalence meeting recommendations ≥80% graded A down to <20% graded F).

Results:

Three of the seven Health Behaviors and Outcomes received F or F- grades: Overall PA, Sedentary Behavior, and Obesity. Active and Outdoor Play and Organized Sport Participation could not be graded. Active Commuting to School was graded C, and Diet was graded D-. Family and Peer Influence was graded D-; Perceived Safety and Availability of Space for PA as well as the National Policy Environment were more favorable (both B).

Conclusions:

Grades were identical to those in 2013. Scotland has a generally favorable environment for PA, but children and adolescents have low PA and high sedentary behavior. Gaps in surveillance included lack of objectively measured PA, no surveillance of moderate-to-vigorous PA in children, summary surveillance data not expressed in ways which match recommendations (eg, for PA in young children; for screen-time), and no surveillance of Sport Participation, Active and Outdoor Play, or Sitting. Scottish policy does not include sedentary behavior at present.

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John J. Reilly, Smita Dick, Geraldine McNeill and Mark S. Tremblay

Background:

The Active Healthy Kids Scotland Report Card aims to consolidate existing evidence, facilitate international comparisons, encourage more evidence-informed physical activity and health policy, and improve surveillance of physical activity.

Methods:

Application of the Active Healthy Kids Canada Report Card process and methodology to Scotland, adapted to Scottish circumstances and availability of data.

Results:

The Active Healthy Kids Scotland Report Card 2013 consists of indicators of 7 Health Behaviors and Outcomes and 3 Influences on Health Behaviors and Outcomes. Grades of F were assigned to Overall Physical Activity, Sedentary Behavior (recreational screen time), and Obesity Prevalence. A C was assigned to Active Transportation and a D- was assigned to Diet. Two indicators, Active and Outdoor Play and Organized Sport Participation, could not be graded. Among the Influences, Family Influence received a D, while Perceived Safety, Access, and Availability of Spaces for Physical Activity and the National Policy Environment graded more favorably with a B.

Conclusions:

The Active Healthy Kids Canada process and methodology was readily generalizable to Scotland. The report card illustrated low habitual physical activity and extremely high levels of screen-based sedentary behavior, and highlighted several opportunities for improved physical activity surveillance and promotion strategies.

Restricted access

Laura Basterfield, Ashley J. Adamson, Mark S. Pearce and John J. Reilly

Background:

Accelerometry is rapidly becoming the instrument of choice for measuring physical activity in children. However, as limited data exist on the minimum number of days accelerometry required to provide a reliable estimate of habitual physical activity, we aimed to quantify the number of days of recording required to estimate both habitual physical activity and habitual sedentary behavior in primary school children.

Methods:

We measured physical activity and sedentary behavior over 7 days in 291 6- to 8-year-olds using Actigraph accelerometers. Between-day intraclass reliability coefficients were calculated and averaged across all combinations of days.

Results:

Although reliability increased with time, 3 days of recording provided reliabilities for volume of activity, moderate-vigorous intensity activity, and sedentary behavior of 68%, 71%, and 73%, respectively.

Conclusions:

For our sample and setting, 3 days accelerometry provided reliable estimates of the main constructs of physical activity and sedentary behavior.

Restricted access

Louise A. Kelly, John J. Reilly, Sheila C. Fairweather, Sarah Barrie, Stanley Grant and James Y Paton

The primary aim of this study was to test the validity of two accelerometers, CSA/MTI WAM-7164 and Actiwatch®, against direct observation of physical activity using the Children’s Physical Activity Form (CPAF). CSA/MTI WAM-7164 and Actiwatch accelerometers simultaneously measured activity during structured-play classes in 3- to 4-year olds. Accelerometry output was synchronized to CPAF assessments of physical activity in 78 children. Rank order correlations between accelerometry and direct observation evaluated the ability of the accelerometers to assess total physical activity. Within-child minute-to-minute correlations were calculated between accelerometry output and direct observation. For total physical activity, CSA/MTI output was significantly correlated with CPAF (r = .72, p < .001), but output from the Actiwatch was not (r = .16, p > .05).

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Sheila C. Fairweather, John J. Reilly, Stanley Grant, Arthur Whittaker and James Y. Paton

The primary aim of this study was to assess the ability of the CSA accelerometer to measure physical activity in preschool children. A secondary aim was to examine inter-instrument differences and the effect of accelerometer placement on output. Eleven subjects (mean age = 4.0 years, SD = 0.4) wore the CSA-7164 for a 45-min preschool exercise class. They were observed throughout the class, and their engagement in activity was quantified using the Children’s Physical Activity Form (CPAF). The effect of accelerometer positioning (left vs. right hip) was assessed in 10 subjects over 2 days. CSA output during the class was highly correlated with the CPAF score (r = 0.87, p < .001), and rank order correlations between the 2 methods were also highly significant (r = 0.79, p < .01). Differences in CSA output between left and right hip reached statistical significance (paired t, p < .05), but these differences were small and probably of limited biological significance. The CSA appears to be an appropriate tool for assessment of physical activity in preschool children, but further studies on stability of activity as measured by CSA, as well as its validity, are urged.

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Sally A. McLure, John J. Reilly, Sean Crooks and Carolyn D. Summerbell

A novel computer tool (peas@tees), designed to assess habitual physical activity levels in children aged 9 and 10 years, was evaluated. Study 1 investigated agreement between peas@tees and accelerometry in 157 children. Bland-Altman limits of agreement (LOA) revealed peas@tees underestimated physical activity levels compared with accelerometry (bias −21 min; 95% LOA -146–105). Study 2 investigated stability of peas@tees in a separate sample of 42 children. Intraclass correlation coefficient was 0.75 (95% CI 0.62–0.84). Computer tools are promising as a cheap, feasible, and useful method to monitor children’s habitual levels of physical activity at the group level.

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Anouk WMC Oortwijn, Guy Plasqui, John J. Reilly and Anthony D. Okely

Background:

The purpose of this pilot study was to assess the feasibility of a structured activity protocol in a room calorimeter among young children.

Methods:

Five healthy children (age 5.2 ± 0.4 y) performed an activity protocol in a room calorimeter, ranging from sedentary to vigorous-intensity activities. Energy expenditure (EE) was calculated from continuous measurements of O2-consumption and CO2-production using Weir’s formula. Resting EE was defined as EE during the first 30 min of the study where participants were seated while watching television. The children wore an ActiGraph accelerometer on the right and left hip.

Results:

The protocol was well tolerated by all children, and lasted 150 to 175 min. Further, differences were seen in both EE and accelerometer counts across 3 of the 4 activity intensities.

Conclusions:

It is feasible for young children to perform a structured activity protocol in a room calorimeter enhancing the possibility of conducting future studies to cross-validate existing accelerometer prediction equations.

Open access

Chiaki Tanaka, Shigeho Tanaka, Shigeru Inoue, Motohiko Miyachi, Koya Suzuki, Takafumi Abe and John J. Reilly

Open access

Chiaki Tanaka, Shigeho Tanaka, Shigeru Inoue, Motohiko Miyachi, Koya Suzuki and John J. Reilly

Background:

The Report Card on Physical Activity for Children and Youth aims to consolidate existing evidence, encourage greater evidence-informed physical activity, and improve surveillance of physical activity.

Methods:

The Japan report card followed the methodology of the Canadian and Scottish report cards, but was adapted to reflect the Japanese context. Nationally representative data were used to score each of the respective indicators.

Results:

The 2016 Japan Report Card on Physical Activity for Children and Youth consists of Health Behaviors and Outcomes (7 indicators), and Influences on Health Behaviors (4 indicators). Three Health Behaviors and Outcomes received C grades (Participation in Sport; Sedentary Behavior; Recreational Screen Time; Physical Fitness), while 2 indicators could not be graded (Overall Physical Activity, and Active Play). The indicators Active Transportation (B) and Weight Status were favorable (A). In the Influences domain, Family Influence and Community and the Built Environment were graded as D, while School and Government Strategies and Investments were favorable (B).

Conclusions:

The Japan report card illustrated some favorable health behaviors, health outcomes, and influences. There is a need for more evidence especially on overall physical activity levels, active play, and community and the built environment.