Clemens Drenowatz

Interaction of sedentary behaviour, sports participation and fitness with weight status in elementary school children

Abstract Even though the effect of single components contributing to weight gain in children have been addressed only limited research is available on the combined association of sports participation, physical fitness and time spent watching TV with body weight in children. Baseline data from 1594 children (809 male; 785 female), 7.1±0.6 years of age participating in a large school-based intervention in southern Germany was used. Height and weight was measured and body mass index (BMI) percentiles (BMIPCT) were determined accordingly. Sports participation and time spent watching TV was assessed via parent questionnaire while fitness was determined via a composite fitness test. Combined and single associations of sports participation, TV time and fitness with BMIPCT and weight status were assessed via ANCOVA as well as logistic regression analysis, controlling for age and sex. A significant interaction of TV time, sports participation and fitness on BMIPCT occurred, despite low correlations among the three components. Further, there was a combined association of sports participation and TV time on BMIPCT. TV time and fitness were also independently associated with BMIPCT. Similarly, only increased TV time and lower fitness were associated with a higher odds ratio for overweight/obesity. These results underline the complex interaction of TV time, sports participation and fitness with BMIPCT. In children, TV time and fitness have a stronger influence on BMIPCT compared to sports participation. Sports participation, however, may not reflect overall activity levels of children appropriately. More research is necessary to examine the complex interaction of various behaviours and fitness with BMIPCT.

Organized Sports, Overweight, and Physical Fitness in Primary School Children in Germany

Physical inactivity is associated with poor physical fitness and increased body weight. This study examined the relationship between participation in organized sports and overweight as well as physical fitness in primary school children in southern Germany. Height, weight, and various components of physical fitness were measured in 995 children (7.6 ± 0.4 years). Sports participation and confounding variables such as migration background, parental education, parental body weight, and parental sports participation were assessed via parent questionnaire. Multiple logistic regression as well as multivariate analysis of covariance (MANCOVA) was used to determine associations between physical fitness, participation in organized sports, and body weight. Participation in organized sports less than once a week was prevalent in 29.2%, once or twice in 60.2%, and more often in 10.6% of the children. Overweight was found in 12.4% of the children. Children participating in organized sports more than once per week displayed higher physical fitness and were less likely to be overweight (OR  =  0.52, P < 0.01). Even though causality cannot be established, the facilitation of participation in organized sports may be a crucial aspect in public health efforts addressing the growing problems associated with overweight and obesity.

Correlates of weight gain in German children attending elementary school

OBJECTIVE To examine the association of physical fitness, sports participation, physical activity and sedentary behavior as well as dietary patterns and family background with weight gain in non-overweight elementary school children, independent of absolute body weight. METHODS Height, weight, and physical fitness were assessed in 1249 (51% male) children in south-west Germany during the fall of 2010 and 2011 (age at baseline: 7.0±0.6years). Based on changes in body mass index percentiles children were classified into a weight loss, constant weight, or weight gain group. Health behavior and family background were assessed via parent questionnaire. Group differences were examined via analysis of variance and multinomial logistic regression. RESULTS Weight gain was associated with low physical activity, lack of active transport, and lack of regular breakfast at follow-up. Children in the weight gain category also displayed lower fitness during baseline and follow-up, but differences were more pronounced during follow-up. TV time, migration background or parental education was not associated with weight gain. CONCLUSION Ensuring adequate physical activity and high fitness is an important aspect in the prevention of excessive weight gain during childhood. In addition to sports participation active transport should be emphasized in future weight management programs in children.

Effects of a Teacher-Centred, School-Based Intervention Program on Health Behavior and Cardiovascular Disease Risk in Elementary School Children

The increasing prevalence of overweight and obese children along with accompanying comorbidities has prompted an early acknowledgement of a healthy lifestyle. The purpose of this study was to examine the effect of a teacher-centered, school-based intervention on cardiovascular disease (CVD) risk and health behavior in elementary school children. 935 first- and second-grade children in southwest Germany provided valid data at baseline and follow-up. Trained technicians measured height and weight along with blood pressure, cholesterol, and intra-abdominal fat to determine CVD risk. Parent questionnaires were used to assess children’s health behavior. Within one year CVD risk declined in the intervention group, particularly due to an attenuation of the age-related increase in mean arterial pressure. The age-related decline in habitual sports participation was attenuated, and children in the intervention groups displayed higher odds of playing outside. Further, the consumption of sugar-sweetened beverages declined in the intervention group, and TV time remained stable, while it increased in the control group. These results indicate that a teacher-centered intervention positively affects health behavior and CVD risk. The incorporation of the intervention by the classroom-teacher should allow for a sustainable participation, which may result in more pronounced effects over time.