Background: An international physical activity (PA) questionnaire is beneficial to make cross-country comparisons among children and adolescents. This study assesses the validity of the PA questions in the World Health Organization Health Behavior in School-Aged Children (WHO HBSC) survey in Japanese children and adolescents. Methods: Participants were fifth- to sixth-grade Japanese primary school students (67 students aged 10.8 [0.5] y) and first- to third-grade junior high school students (108 students aged 13.0 [0.7] y). The Japanese version of the PA questions in the WHO HBSC (WHO HBSC-J) was used. To assess the validity of the PA questions, the authors used a partial correlation adjusted for sex, age, and relative weight between the answers to the survey questions and objectively measured moderate to vigorous PA (MVPA) by an accelerometer. Results: A significant positive correlation was found between accelerometer-measured MVPA and the number of reported days with at least 60 minutes/day of MVPA in primary school students (r = .39, P = .002) and junior high school students (r = .32, P < .001). Conclusion: The HBSC-J has moderate validity for evaluating MVPA in Japanese primary school and junior high school students.
Chiaki Tanaka, Akira Kyan, Minoru Takakura, Tim Olds, Natasha Schranz, and Shigeho Tanaka
Leon Straker, Erin Kaye Howie, Dylan Paul Cliff, Melanie T. Davern, Lina Engelen, Sjaan R. Gomersall, Jenny Ziviani, Natasha K. Schranz, Tim Olds, and Grant Ryan Tomkinson
Australia has joined a growing number of nations that have evaluated the physical activity and sedentary behavior status of their children. Australia received a “D minus” in the first Active Healthy Kids Australia Physical Activity Report Card.
An expert subgroup of the Australian Report Card Research Working Group iteratively reviewed available evidence to answer 3 questions: (a) What are the main sedentary behaviors of children? (b) What are the potential mechanisms for sedentary behavior to impact child health and development? and (c) What are the effects of different types of sedentary behaviors on child health and development?
Neither sedentary time nor screen time is a homogeneous activity likely to result in homogenous effects. There are several mechanisms by which various sedentary behaviors may positively or negatively affect cardiometabolic, neuromusculoskeletal, and psychosocial health, though the strength of evidence varies. National surveillance systems and mechanistic, longitudinal, and experimental studies are needed for Australia and other nations to improve their grade.
Despite limitations, available evidence is sufficiently convincing that the total exposure and pattern of exposure to sedentary behaviors are critical to the healthy growth, development, and wellbeing of children. Nations therefore need strategies to address these common behaviors.
Natasha Schranz, Vanessa Glennon, John Evans, Sjaan Gomersall, Louise Hardy, Kylie D. Hesketh, David Lubans, Nicola D. Ridgers, Leon Straker, Michalis Stylianou, Grant R. Tomkinson, Stewart Vella, Jenny Ziviani, and Tim Olds
Salomé Aubert, Joel D. Barnes, Megan L. Forse, Evan Turner, Silvia A. González, Jakub Kalinowski, Peter T. Katzmarzyk, Eun-Young Lee, Reginald Ocansey, John J. Reilly, Natasha Schranz, Leigh M. Vanderloo, and Mark S. Tremblay
Background: In response to growing concerns over high levels of physical inactivity among young people, the Active Healthy Kids Global Alliance developed a series of national Report Cards on physical activity for children and youth to advocate for the promotion of physical activity. This article provides updated evidence of the impact of the Report Cards on powering the movement to get children and youth moving globally. Methods: This assessment was performed using quantitative and qualitative sources of information, including surveys, peer-reviewed publications, e-mails, gray literature, and other sources. Results: Although it is still too early to observe a positive change in physical activity levels among children and youth, an impact on raising awareness and capacity building in the national and international scientific community, disseminating information to the general population and stakeholders, and on powering the movement to get kids moving has been observed. Conclusions: It is hoped that the Report Card activities will initiate a measurable shift in the physical activity levels of children and contribute to achieving the 4 strategic objectives of the World Health Organization Global Action Plan as follows: creating an active society, creating active environments, creating active lives, and creating active systems.
Natasha K. Schranz, Timothy Olds, Roslyn Boyd, John Evans, Sjaan R. Gomersall, Louise Hardy, Kylie Hesketh, David R. Lubans, Nicola D. Ridgers, Leon Straker, Stewart Vella, Jenny Ziviani, and Grant R. Tomkinson
Two years on from the inaugural Active Healthy Kids Australia (AHKA) Physical Activity Report Card, there has been little to no change with the majority of Australian children still insufficiently active.
The 2016 AHKA Report Card was developed using the best available national- and state-based physical activity data, which were evaluated by the AHKA Research Working Group using predetermined weighting criteria and benchmarks to assign letter grades to the 12 Report Card indicators.
In comparison with 2014, Overall Physical Activity Levels was again assigned a D- with Organized Sport and Physical Activity Participation increasing to a B (was B-) and Active Transport declining to a C- (was C). The settings and sources of influence again performed well (A- to a C+), however Government Strategies and Investments saw a decline (C+ to a D). The traits associated with physical activity were also graded poorly (C- to a D).
Australian youth are insufficiently active and engage in high levels of screen-based sedentary behaviors. While a range of support structures exist, Australia lacks an overarching National Physical Activity Plan that would unify the country and encourage the cultural shift needed to face the inactivity crisis head on.
Richard J. Keegan, Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright, and John R. Evans
Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method: Modified Delphi methodology. Results: Consensus was established on four defining statements: Core—Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition—Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities; Importance—Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and Aspiration—A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.
Lisa M. Barnett, Dean A. Dudley, Richard D. Telford, David R. Lubans, Anna S. Bryant, William M. Roberts, Philip J. Morgan, Natasha K. Schranz, Juanita R. Weissensteiner, Stewart A. Vella, Jo Salmon, Jenny Ziviani, Anthony D. Okely, Nalda Wainwright, John R. Evans, and Richard J. Keegan
Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user’s guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. Although recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School physical education and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs.
Natasha Schranz, Tim Olds, Dylan Cliff, Melanie Davern, Lina Engelen, Billie Giles-Corti, Sjaan Gomersall, Louise Hardy, Kylie Hesketh, Andrew Hills, David Lubans, Doune Macdonald, Rona Macniven, Philip Morgan, Tony Okely, Anne-Maree Parish, Ron Plotnikoff, Trevor Shilton, Leon Straker, Anna Timperio, Stewart Trost, Stewart Vella, Jenny Ziviani, and Grant Tomkinson
Like many other countries, Australia is facing an inactivity epidemic. The purpose of the Australian 2014 Physical Activity Report Card initiative was to assess the behaviors, settings, and sources of influences and strategies and investments associated with the physical activity levels of Australian children and youth.
A Research Working Group (RWG) drawn from experts around Australia collaborated to determine key indicators, assess available datasets, and the metrics which should be used to inform grades for each indicator and factors to consider when weighting the data. The RWG then met to evaluate the synthesized data to assign a grade to each indicator.
Overall Physical Activity Levels were assigned a grade of D-. Other physical activity behaviors were also graded as less than average (D to D-), while Organized Sport and Physical Activity Participation was assigned a grade of B-. The nation performed better for settings and sources of influence and Government Strategies and Investments (A- to a C). Four incompletes were assigned due to a lack of representative quality data.
Evidence suggests that physical activity levels of Australian children remain very low, despite moderately supportive social, environmental and regulatory environments. There are clear gaps in the research which need to be filled and consistent data collection methods need to be put into place.
Salomé Aubert, Joel D. Barnes, Nicolas Aguilar-Farias, Greet Cardon, Chen-Kang Chang, Christine Delisle Nyström, Yolanda Demetriou, Lowri Edwards, Arunas Emeljanovas, Aleš Gába, Wendy Y. Huang, Izzeldin A.E. Ibrahim, Jaak Jürimäe, Peter T. Katzmarzyk, Agata Korcz, Yeon Soo Kim, Eun-Young Lee, Marie Löf, Tom Loney, Shawnda A. Morrison, Jorge Mota, John J. Reilly, Blanca Roman-Viñas, Natasha Schranz, John Scriven, Jan Seghers, Thomas Skovgaard, Melody Smith, Martyn Standage, Gregor Starc, Gareth Stratton, Tim Takken, Tuija Tammelin, Chiaki Tanaka, David Thivel, Richard Tyler, Alun Williams, Stephen H.S. Wong, Paweł Zembura, and Mark S. Tremblay
Background: To better understand the childhood physical inactivity crisis, Report Cards on physical activity of children and youth were prepared concurrently in 30 very high Human Development Index countries. The aim of this article was to present, describe, and compare the findings from these Report Cards. Methods: The Report Cards were developed using a harmonized process for data gathering, assessing, and assigning grades to 10 common physical activity indicators. Descriptive statistics were calculated after converting letter grades to interval variables, and correlational analyses between the 10 common indicators were performed using Spearman’s rank correlation coefficients. Results: A matrix of 300 grades was obtained with substantial variations within and between countries. Low grades were observed for behavioral indicators, and higher grades were observed for sources of influence indicators, indicating a disconnect between supports and desired behaviors. Conclusion: This analysis summarizes the level and context of the physical activity of children and youth among very high Human Development Index countries, and provides additional evidence that the situation regarding physical activity in children and youth is very concerning. Unless a major shift to a more active lifestyle happens soon, a high rate of noncommunicable diseases can be anticipated when this generation of children reaches adulthood.
Salomé Aubert, Joel D. Barnes, Chalchisa Abdeta, Patrick Abi Nader, Ade F. Adeniyi, Nicolas Aguilar-Farias, Dolores S. Andrade Tenesaca, Jasmin Bhawra, Javier Brazo-Sayavera, Greet Cardon, Chen-Kang Chang, Christine Delisle Nyström, Yolanda Demetriou, Catherine E. Draper, Lowri Edwards, Arunas Emeljanovas, Aleš Gába, Karla I. Galaviz, Silvia A. González, Marianella Herrera-Cuenca, Wendy Y. Huang, Izzeldin A.E. Ibrahim, Jaak Jürimäe, Katariina Kämppi, Tarun R. Katapally, Piyawat Katewongsa, Peter T. Katzmarzyk, Asaduzzaman Khan, Agata Korcz, Yeon Soo Kim, Estelle Lambert, Eun-Young Lee, Marie Löf, Tom Loney, Juan López-Taylor, Yang Liu, Daga Makaza, Taru Manyanga, Bilyana Mileva, Shawnda A. Morrison, Jorge Mota, Vida K. Nyawornota, Reginald Ocansey, John J. Reilly, Blanca Roman-Viñas, Diego Augusto Santos Silva, Pairoj Saonuam, John Scriven, Jan Seghers, Natasha Schranz, Thomas Skovgaard, Melody Smith, Martyn Standage, Gregor Starc, Gareth Stratton, Narayan Subedi, Tim Takken, Tuija Tammelin, Chiaki Tanaka, David Thivel, Dawn Tladi, Richard Tyler, Riaz Uddin, Alun Williams, Stephen H.S. Wong, Ching-Lin Wu, Paweł Zembura, and Mark S. Tremblay
Background: Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5–17 y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Methods: Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations’ human development index (HDI) classification (low or medium, high, and very high HDI). Results: A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of “C-,” “D+,” and “C-” was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. Conclusions: The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed.