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Laura A. Prieto, Justin A. Haegele and Luis Columna

recent report on dance and disability described limited opportunities for school-age individuals with disabilities to engage in dance ( Dance/NYC, 2014 ). The barriers reported in the Dance/NYC evaluation report mirror those reported by individuals with disabilities when attempting to engage in general

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Marcus Ngantcha, Eric Janssen, Emmanuelle Godeau, Virginie Ehlinger, Olivier Le-Nezet, François Beck and Stanislas Spilka

recommendations are mostly disregarded. In the United States, school-aged children and adolescents spend around 7 hours per day in front of a screen. 4 In Norway, the average screen time (ST) use was 5.5 hours a day for girls and more than 6.5 hours for boys aged 16–19 years. 5 A study in Brazil showed that

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Matthew R. Nagy, Molly P. O’Sullivan, Shannon S. Block, Trevor R. Tooley, Leah E. Robinson, Natalie Colabianchi and Rebecca E. Hasson

. 9 The primary aim of this study was to compare the acute effects of sedentary screen-time breaks and intermittent physical activity, performed at varying intensities, on psychological mood and enjoyment in elementary school-age children. Our primary hypothesis was that 20 two-minute activity breaks

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John M. Radnor, Jon L. Oliver, Charlotte M. Waugh, Gregory D. Myer and Rhodri S. Lloyd

angle. Reliability To establish intrarater reliability of the ultrasonographic measurements, a subgroup of 34 school-aged boys (pre-PHV = 14; post-PHV = 20) attended a test session, where 3 images were taken for each muscle. Subsequently, 2 levels of reliability were quantified for each muscle

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Erica M. Willadsen, Andrea B. Zahn and Chris J. Durall

What is the most effective training approach for preventing noncontact ACL injuries in adolescent and/or high school–aged female athletes? Summary of Search, “Best Evidence” Appraised, and Key Findings • A literature search was performed for studies that compared disparate ACL prevention programs to

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Carmen D. Harris, Prabasaj Paul, Xingyou Zhang and Janet E. Fulton


Fewer than 30% of U.S. youth meet the recommendation to be active > 60 minutes/day. Access to parks may encourage higher levels of physical activity.


To examine differences in park access among U.S. school-age youth, by demographic characteristics and urbanicity of block group.


Park data from 2012 were obtained from TomTom, Incorporated. Population data were obtained from the 2010 U.S. Census and American Community Survey 2006–2010. Using a park access score for each block group based on the number of national, state or local parks within one-half mile, we examined park access among youth by majority race/ethnicity, median household income, median education, and urbanicity of block groups.


Overall, 61.3% of school-age youth had park access—64.3% in urban, 36.5% in large rural, 37.8% in small rural, and 35.8% in isolated block groups. Park access was higher among youth in block groups with higher median household income and higher median education.


Urban youth are more likely to have park access. However, park access also varies by race/ethnicity, median education, and median household. Considering both the demographics and urbanicity may lead to better characterization of park access and its association with physical activity among youth.

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Louise Foley, Harry Prapavessis, Ralph Maddison, Shauna Burke, Erin McGowan and Lisa Gillanders

Two studies were conducted to predict physical activity in school-aged children. Study 1 tested the utility of an integrated model in predicting physical activity (PA) intention and behavior—the theory of planned behavior (TPB) and self-efficacy theory. Six hundred and forty-five New Zealand children (aged 11–13 years) completed measures corresponding to the integrated model and a self-reported measure of PA one week later. Perceived behavioral control (PBC) and subjective norm were the two strongest predictors of intentions. Task efficacy and barrier efficacy were the two strongest predictors of PA. A second study (Study 2) was conducted to determine whether the self-efficacy measures could discriminate objectively measured PA levels. Sixty-seven Canadian children (aged 11–13 years) completed task and barrier self-efficacy measures. The following week, children classified as ‘high’ (n = 11) and ‘lower’ (n = 7) for both task and barrier efficacy wore an Actical® monitor for seven consecutive days to provide activity-related energy expenditure (AEE) data. Results showed that children with high efficacy expended significantly greater AEE than their lower efficacious counterparts. Findings from these two studies provide support for the use of self-efficacy interventions as a potentially useful means of increasing PA levels among school-aged children.

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Jason C. Immekus, Franklin Muntis and Daniela Terson de Paleville

academic skills among elementary school-aged students. Investigations of the relationship between children’s motor skills and school-related outcomes have generally relied on the analysis of secondary data or data obtained within large sample studies. Consequently, there is little information available on

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João Martins, Adilson Marques, Nuno Loureiro, Francisco Carreiro da Costa, José Diniz and Margarida Gaspar de Matos

years apart (2006–2016), an important time period to identify secular trends. Nevertheless, without any intermediate measure moments, this long period might limit the possibility of identifying specific time periods where changes in PA might have occurred. A national Health Behaviour in School-Aged

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Justin A. Haegele and David Porretta

The purpose of this article was to review published research literature on physical activity for school-age individuals with visual impairments by describing study characteristics and major findings. Keyword searches were used to identify articles from electronic databases published from 1982 to June 2013. Eighteen articles met all inclusion criteria, and relevant data such as participants, visual-impairment levels, theory, measurement, and dependent variables were extracted from them. Of the 18 studies, 5 were descriptive, 6 correlational, and 7 were interventions. Only 4 studies explicitly stated a theoretical or conceptual framework. Major findings suggest that low physical activity levels of school-age individuals with visual impairments may be related to perceived participation barriers including the availability of appropriate opportunities rather than visual acuity or educational setting.