Angela M. Kolen

Are We Driving Our Kids to Unhealthy Habits? Results of the Active Healthy Kids Canada 2013 Report Card on Physical Activity for Children and Youth

This article examines the time trends in patterns of school travel mode among Canadian children and youth to inform the Active Transportation (AT) indicator of the 2013 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. The AT grade was assigned based on a comprehensive synthesis of the 2000 and 2010 Physical Activity Monitor studies from the Canadian Fitness and Lifestyle Research Institute and the 1992, 1998, 2005, and 2010 General Social Survey from Statistics Canada. The results showed that in 2013, AT was graded a D, because less than half of Canadian children and youth used only active modes of transportation to get to and from school. The proportion of Canadian children and youth who used only inactive modes of transportation for school travel increased significantly from 51% to 62% over the last decade. Children and youth from larger communities and those with lower household income levels were significantly more likely to use AT than those living in smaller communities and those in higher income households, respectively. In conclusion, motorized transport for school travel has increased steadily over the last decade across Canada. Regional and socio-demographic disparities should be considered in efforts to increase the number of children using AT.

Parenthood and Physical Activity in Young Adults: A Qualitative Study

BACKGROUND New parents have to adjust to less sleep, less free time, and more responsibility as a result of having a child. The purpose of this study was to examine how having a child impacts the physical activity (PA) beliefs and behaviors of new parents over a 2- to 3-year time period. METHODS Participants included 49 men and women (31% men, 96% white) who did not have a child at baseline (26.3 ± 1.1 years old) but did have a child at the time of follow-up (28.9 ± 1.7 years old). The childs mean age at follow-up was 12 ± 7 months old. PA was measured via questionnaire at baseline and again at follow-up. Interviews regarding PA occurred at follow-up. RESULTS PA significantly decreased in parents across the time period (P < .001), and parents attributed this decrease to having a child and being pregnant. Parents mentioned they lack time, energy, and motivation for PA as a result of caring for a new child. Parents who maintained their activity level stated they prioritized PA and chose activities they enjoyed. CONCLUSIONS These results show that although activity levels decrease in individuals who have a child, PA in new parents may be a function of priority, intensity, and enjoyment.

The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

BackgroundPhysical literacy is the foundation of a physically active lifestyle. Sedentary behaviour displays deleterious associations with important health indicators in children. However, the association between sedentary behaviour and physical literacy is unknown. The purpose of this study was to identify the aspects of physical literacy that are associated with key modes of sedentary behaviour among Canadian children participating in the RBC-CAPL Learn to Play study.MethodsA total of 8,307 children aged 8.0-12.9 years were included in the present analysis. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, which measures four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, Knowledge and Understanding). Screen-based sedentary behaviours (TV viewing, computer and video game use), non-screen sedentary behaviours (reading, doing homework, sitting and talking to friends, drawing, etc.) and total sedentary behaviour were assessed via self-report questionnaire. Linear regression models were used to determine significant (p<0.05) correlates of each mode of sedentary behaviour.ResultsIn comparison to girls, boys reported more screen time (2.7±2.0 vs 2.2±1.8 hours/day, Cohen’s d=0.29), and total sedentary behaviour (4.3±2.6 vs 3.9±2.4 hours/day, Cohen’s d=0.19), but lower non-screen-based sedentary behaviour (1.6±1.3 vs 1.7±1.3 hours/day, Cohen’s d=0.08) (all p< 0.05). Physical Competence (standardized β’s: -0.100 to -0.036, all p<0.05) and Motivation and Confidence (standardized β’s: -0.274 to -0.083, all p<0.05) were negatively associated with all modes of sedentary behaviour in fully adjusted models. Knowledge and Understanding was negatively associated with screen-based modes of sedentary behaviour (standardized β’s: -0.039 to -0.032, all p<0.05), and positively associated with non-screen sedentary behaviour (standardized β: 0.098, p<0.05). Progressive Aerobic Cardiovascular Endurance Run score and log-transformed plank score were negatively associated with all screen-based modes of sedentary behaviour, while the Canadian Agility and Movement Skill Assessment score was negatively associated with all modes of sedentary behaviour other than TV viewing (all p<0.05).ConclusionsThese results highlight differences in the ways that screen and non-screen sedentary behaviours relate to physical literacy. Public health interventions should continue to target screen-based sedentary behaviours, given their potentially harmful associations with important aspects of physical literacy.