School sport policy and school-based physical activity environments and their association with observed physical activity in middle school children (original) (raw)
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Leisure-Time Physical Activity in School Environments: An Observational Study Using SOPLAY* 1
Preventive Medicine, 2000
levels have been developed [1-3]. Many adolescents are Background. Schools provide settings for physical not meeting these guidelines, particularly for high-inactivity (PA), but objective tools for measuring PA are tensity physical activity [4]. Numerous obstacles imlacking. We assessed an instrument to directly observe pede youth from obtaining recommended levels of physgroup PA and measured the leisure-time PA of adolesical activity, and, as they grow older, their activity levels cents throughout the school day. decline [5]. Children and adolescents obtain most of Methods. Leisure-time PA was studied by direct obtheir physical activity in nonschool settings [6]. Many, servation in 24 middle schools in Southern California however, have limited access to structured activity enviusing SOPLAY (System for Observing Play and Leisure ronments such as youth sports and activity lessons and Activity in Youth). SOPLAY uses momentary time samto nonstructured environments such as parks and hikpling to record the activity of each individual as sedening trails. Girls are particularly disadvantaged by fewer tary, walking, or very active. Results. The largest proportion of students visited opportunities for youth sports [7] and the less affluent activity areas at lunch time (19.5%), followed by before are hampered by entry fees and transportation costs. (4.1%) and after school (2.1%). More boys than girls vis-Adolescents, too young to drive, also must rely on others ited activity areas before school (33.4 vs 7.7) and at to provide them access to distant activity sites. lunch time (148.8 vs 36.7). Boys in areas engaged in Schools have been identified as providing the most more moderate to vigorous PA than girls before school logical environment for promoting public health of (59.6 vs 40%) and at lunch time (67.7 vs 51.7%). youth through physical activity [8,9]. Most studies of Conclusions. Few students use opportunities to be children's physical activity have taken place in elemenphysically active during lesiure time at school. Policies tary schools, primarily during physical education and environmental manipulations (e.g., supervision, classes [10]. However, there are nearly 14,000 middle equipment, structured programs) are needed to attract and junior high schools in the United States [11] and more adolescents, especially girls, to existing activity areas. The feasibility of SOPLAY for measuring group the physical activity that adolescents accrue in these PA was established. ᭧ 2000 American Health Foundation and Aca-environments has rarely been studied, particularly acdemic Press tivity obtained during leisure-time periods. Almost all Key Words: adolescents; middle school; physical activmiddle schools have facilities to support leisure-time ity; measurement; exercise; leisure activity (recrephysical activity during the day, and many conduct ation). structured extracurricular activities, including intramural and interscholastic sports and club programs. There are several reasons for interest in studying 1 To whom reprint requests should be addressed at Department of mended levels. Second, the recent, rapid increase in Exercise and Nutritional Sciences, San Diego State University, 6363 youth obesity [14] is an important stimulus for in
U.S. Children and Youth’s Physical Activities Inside and Outside of School PE: 1985 vs. 2012
International Journal of Environmental Research and Public Health, 2021
The purpose of this study was, by taking advantage of the rich data from two U.S. national fitness surveys, to examine the physical activity (PA) students engaged in, both inside and outside school physical education (PE), determine if there are differences by grade, sex, and weight status, and if there was a change between 1985 and 2012. The data from the 1985 National Children and Youth Fitness Study (NCYFS) and the 2012 NHANES National Youth Fitness Survey (NNYFS) were matched, merged (N = 6178, 3107 boys and 3071 girls), and analyzed. It was found that basketball remained the most popular PA inside school PE across both surveys. Swimming was the most popular PA outside of school PE in 1985, but was replaced by running in 2012. Although PA taught and promoted inside of school PE and that such PA practiced outside were moderately correlated across the surveys, some disconnections were noticed. The impact of grade, sex, and weight status on PA preference and participation was also ...
Leisure-Time Physical Activity in School Environments: An Observational Study Using SOPLAY
Preventive Medicine, 2000
Schools provide settings for physical activity (PA), but objective tools for measuring PA are lacking. We assessed an instrument to directly observe group PA and measured the leisure-time PA of adolescents throughout the school day. Leisure-time PA was studied by direct observation in 24 middle schools in Southern California using SOPLAY (System for Observing Play and Leisure Activity in Youth). SOPLAY uses momentary time sampling to record the activity of each individual as sedentary, walking, or very active. The largest proportion of students visited activity areas at lunch time (19.5%), followed by before (4. 1%) and after school (2.1%). More boys than girls visited activity areas before school (33.4 vs 7.7) and at lunch time (148.8 vs 36.7). Boys in areas engaged in more moderate to vigorous PA than girls before school (59.6 vs 40%) and at lunch time (67.7 vs 51.7%). Few students use opportunities to be physically active during lesiure time at school. Policies and environmental manipulations (e.g., supervision, equipment, structured programs) are needed to attract more adolescents, especially girls, to existing activity areas. The feasibility of SOPLAY for measuring group PA was established.
Journal of School Health, 2015
BACKGROUND: School environmental characteristics may be associated with youth's participation in different types of physical activities (PA). This study aimed to identify which school policies and built environmental characteristics were associated with participation in organized, non-organized, individual and group-based activities. METHODS: This cross-sectional analysis included 776 Grade 5 and 6 students from 16 schools. The school environment was assessed through school-based questionnaires completed by school representatives. Types of PA and attainment of PA recommendations were obtained using self-administered student questionnaires. Associations between environment and student PA were examined using multilevel logistic regressions. RESULTS: Schools with favorable active commuting environments were positively associated with girls' participation in organized (OR=1.34, CI=1.04, 1.74) and group-based PA (OR=1.54, CI=1.19, 1.99) and with boys' odds of participating in individual activities (OR=1.45, CI=1.04, 2.04). There was also a positive relationship between having a school environment favorable to active commuting and boys' odds of meeting PA recommendations (OR=2.19, CI=1.43, 3.37). School policies supporting PA were positively associated with girls' odds of participating in non-organized activities (OR=1.18, CI=1.00, 1.40).