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Line Anita Bjørkelund Børrestad, Lars Østergaard, Lars Bo Andersen and Elling Bere


To provide more accurate assessment of commuting behavior and potential health effect, it is important to have accurate methods. Therefore, the current study aimed to a) compare questionnaire reported mode of commuting with objectively measured data from accelerometer and cycle computer, b) compare moderate vigorous physical activity (MVPA) among children cycling vs. walking to school, and c) thus calculate possible underestimated MVPA, when using accelerometers to measure commuter cycling.


A total of 78 children, average age 11.4 (SD = 0.5), participated in the study. Physical activity was measured with cycle computers and accelerometers for 4 days. Mode of commuting and demographic information was self-reported in a questionnaire.


Children who reported to cycle to school spent significantly more time cycling than those who walked to school, 53.6 (SD = ± 33.9) minutes per day vs. 25.5 (SD = ± 24.6) minutes per day (P = .002) (ie, showing that MVPA, measured by accelerometers, underestimated 28.1 minutes per day among children cycling to school vs. those not cycling to school).


To provide more accurate assessment of active commuting in children and adolescents future studies should incorporate multiple methodologies such as global position systems (GPS), accelerometers, cycle computers, and self-reported measurements.

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Maïté Verloigne, Nicola D. Ridgers, Mai Chinapaw, Teatske Altenburg, Elling Bere, Sveinung Berntsen, Greet Cardon, Johannes Brug, Ilse De Bourdeaudhuij, Wendy Van Lippevelde and Lea Maes

There are currently no studies available reporting intervention effects on breaking up children’s sedentary time. This study examined the UP4FUN intervention effect on objectively measured number of breaks in sedentary time, number of sedentary bouts (> 10 mins) and total and average amount of time spent in those sedentary bouts among 10- to 12-year-old Belgian children. The total sample included 354 children (mean age: 10.9 ± 0.7 years; 59% girls) with valid ActiGraph accelerometer data at pre- and posttest. Only few and small intervention effects were found, namely on total time spent in sedentary bouts immediately after school hours (4-6PM; β = -3.51mins) and on average time spent in sedentary bouts before school hours (6-8.30AM; β = -4.83mins) and immediately after school hours in favor of children from intervention schools (β = -2.71mins). Unexpectedly, girls from intervention schools decreased the number of breaks during school hours (8.30AM-4PM; β = -23.45breaks) and increased the number of sedentary bouts on a weekend day (β = +0.90bouts), whereas girls in control schools showed an increase in number of breaks and a decrease in number of bouts. In conclusion, UP4FUN did not have a consistent or substantial effect on breaking up children’s sedentary time and these data suggest that more intensive and longer lasting interventions are needed.