Enrique García Bengoechea

Gender differences in perceived environmental correlates of physical activity

BackgroundLimited research has been conducted on gender differences in perceived environmental correlates of physical activity (PA). The purpose of this study was to explore the potential role of gender in the link between perceived environment and PA.MethodsUsing a telephone-administered survey, data was collected on leisure time physical activity (LTPA), perceptions of the neighbourhood environment, and self-efficacy in a representative sample of 1209 adults from the province of Alberta, Canada. LTPA was regressed on ten measures of perceived neighbourhood environment and self-efficacy in a series of logistic regressions.ResultsWomen were more likely than men to perceive their neighbourhood as unsafe to go for walks at night (χ2 = 67.46, p < 0.001) and to report seeing people being active in their neighbourhood (χ2 = 6.73, p < 0.01). Conversely, women were less likely to perceive easy access to places for PA (χ2 = 11.50, p < 0.01) and availability of places to buy things within easy walking distance from home (χ2 = 4.30, p < 0.05). Adjusting for age, education, income, and place of residence, access to places for PA (OR = 2.49) and interesting things to look at in the neighbourhood (OR = 1.94), were associated with higher levels of LTPA in men. Access to places for PA (OR = 2.63) and reporting seeing people being active (OR = 1.50) were associated with increased LTPA among women. After controlling for sociodemographic variables and self-efficacy, the presence of shops and places to buy things within easy walking distance from home (OR = 1.73), interesting things to look at in the neighbourhood (OR = 1.65), and access to places for PA (OR = 1.82) were associated with higher levels of LTPA in men. Among women, no significant relationships were observed between perceived environment and LTPA after adjusting for self-efficacy.ConclusionThe results provide additional support for the use of models in which gender is treated as a potential moderator of the link between the perceived environment and PA. Further, the results suggest the possibility of differential interventions to increase PA based on factors associated with gender.

Exploring Links to Unorganized and Organized Physical Activity during Adolescence: The Role of Gender, Socioeconomic Status, Weight Status, and Enjoyment of Physical Education.

Abstract There is limited research on participation context in studies of physical activity correlates during adolescence. Using an ecological approach, this study explored the association of gender, socioeconomic status (SES), weight status, and physical education enjoyment with participation in organized and unorganized physical activity contexts in a representative sample of Canadian adolescents. Drawing on data from the National Longitudinal Survey of Children and Youth (Cycle 3), we conducted multiple logistic regression analyses to model the associations among the variables of interest. Girls participated less frequently in unorganized physical activities than boys (adjusted odds ratios [AORs] ranging from 0.57 to 0.65, 95% confidence intervals [CIs] range: 0.46–0.72 to 0.52–0.81). Adolescents in the middle and high SES categories participated more in organized physical activity than their peers in the low SES category (AOR = 1.40–1.87, CI = 1.06–1.84 to 1.41–2.47). Obese adolescents were generally less active than their overweight and normal weight counterparts, particularly in unorganized physical activity contexts (AOR = 0.63–0.66, CI = 0.43–0.92 to 0.44–0.99). Physical education enjoyment was consistently correlated with participation in organized and unorganized physical activity when all variables were considered (AOR = 1.58–3.98, CI = 1.22–2.05 to 3.14–5.03).

Promising school-based strategies and intervention guidelines to increase physical activity of adolescents

This narrative review describes the available scientific evidence regarding promising school-based strategies to increase physical activity of adolescents. We conducted a literature search for studies published up to 2011, regarding adolescent physical activity intervention studies that resulted in increased physical activity (regardless of measurement) and reviewed 52 intervention articles and 21 review articles. We identified several promising strategies and grouped into five broad intervention guidelines. These guidelines are as follows: (i) design multi-component interventions that foster the empowerment of members of the school community; (ii) develop improvements to Physical Education curricula as a strategy to promote physical activity to adolescents; (iii) design and implement non-curricular programmes and activities to promote physical activity; (iv) include computer-tailored interventions during the implementation and monitoring of physical activity promotion programmes and (v) design and implement specific strategies that respond to the interests and needs of girls. On the basis of our review of the adolescent physical activity promotion literature, we suggest that these five guidelines should be taken into account in school-based interventions geared towards achieving an increase in adolescent physical activity.

Personal, social and environmental correlates of active transport to school among adolescents in Otago, New Zealand.

OBJECTIVES With increasingly sedentary lifestyles, opportunities for physical activity such as active transport to school need to be promoted in adolescents. This study examines personal, social and environmental correlates of active transport to school among adolescents including sociodemographics, behavioural patterns, motivational factors, perceived barriers, peer support, family resources, school characteristics, urban/rural setting, distance to school and neighbourhood safety perceptions. DESIGN Cross-sectional study. METHODS In 2009 and 2011, 2018 secondary school students (age: 14.8±1.3 years; 73% urban; 53% boys) from 22 out of 24 schools from Otago, New Zealand completed the Otago School Students Lifestyle Survey. Multivariate binary logistic regression models were used to compare active transport to school correlates in students using active transport to school versus bus and car users (motorised transport). RESULTS Overall, 37% of students used active transport to school, 24% bus, and 39% car. Compared to motorised transport users, active transport to school users were more likely to live closer to school (1.4±1.4 active transport to school vs. 8.3±8.4km motorised transport; p<0.001). In a multivariate analysis, shorter distance to school (OR (95%CI) (0.03 (0.01-0.05)), younger age (0.85 (0.78-0.92)), fewer vehicles (0.66 (0.49-0.89)) and fewer screens (0.53 (0.35-0.82)) per household, meeting screen time guidelines (1.74 (1.22-2.50)), opportunity to chat with friends (2.26 (1.58-3.23)), nice scenery (1.69 (1.14-2.50)), and parental perceptions of active transport to school safety (2.32 (1.25-4.30)) were positively associated with active transport to school, while perceived time constraints (0.46 (0.29-0.72)) and attending girls-only school (0.51 (0.35-0.75)) had a negative association with active transport to school. CONCLUSIONS Future active transport to school interventions in adolescents should focus on encouraging active transport to school, reiterating its social benefits, and addressing parental safety concerns around active transport to school.

Integrating Knowledge and Expanding Horizons in Developmental Sport Psychology: A'Bioecological Perspective

It has been suggested that one of the biggest problems in sport psychology is that much of the work in this area of study is isolated (Duda, 1999). According to Duda, there is a need for conceptual frameworks that serve to integrate knowledge, and/or help us to see new dimensions of human experience. Bronfenbrenners (1989, 1995, 1999; Bronfenbrenner & Morris, 1998) bioecological perspective provides a comprehensive and dynamic conceptual framework for understanding human development. Such a conceptual orientation stresses the role of processes of interaction between characteristics of the person broadly regarded as biologically based and the natural context of human action. Bronfenbrenners bioecological perspective on human development is presented as a useful framework for integrating knowledge and for opening new pathways as we strive to expand what we already know in sport psychology with a developmental focus.

Getting kids active by participating in sport and doing It more often: focusing on what matters

BackgroundReduced time dedicated to physical education and free play in recent decades emphasizes the need to promote opportunities for sport participation in adolescents in order to increase physical activity levels. The purpose of this study was to examine the association of sociodemographic and biological characteristics, behavioural patterns, and school-related and sport-specific variables with time spent participating in sport.MethodsA total of 1837 secondary school students (age: 14.6 ± 1.2 years; 50.9 % boys) from 19 of 23 schools in the Otago Region (New Zealand) completed an online sport survey and Youth Physical Activity Questionnaire in 2009. Using multilevel modeling, we examined the association of individual-, school- and sport-related variables on sport participation and the amount of time spent in sports.ResultsHigher rates of sport participation were associated with lower neighbourhood deprivation scores (OR (95%CI): 0.75 (0.49-1.14), 0.57 (0.38-0.86), 0.48 (0.28-0.81)), higher quintiles of physical activity (2.89 (2.10-3.96), 2.81 (1.68-4.70), 3.54 (2.24-5.57), 3.97 (1.99-7.95)), highest quintiles of screen time (1.58 (0.94-2.65), 1.99 (1.42-2.80), 2.17 (1.43-3.30), 1.88 (1.37-2.57)) and boys only school status (2.21 (1.57-3.10)). Greater amount of time spent in sports was associated with male gender (0.56 (0.43-0.74), lower neighbourhood deprivation scores (0.72 (0.59-0.93), 0.78 (0.58-1.04), 0.62 (0.39-1.00)), higher quintiles of physical activity (3.18 (2.29-4.41), 4.25 (2.91-6.20), 8.33 (5.58-12.44), 6.58 (4.07-10.64)), highest quintile of screen time (1.83 (1.31-2.56), greater availability of sports outside school (1.68 (1.22-2.32)), better sport management (2.57 (1.63-4.07)) and provision of sport courts at school (0.57 (0.40-0.81)). Conversely, obesity was associated with less time spent participating in sport (0.50 (0.31-0.80)).ConclusionResults support the use of sport participation as an effective strategy to increase physical activity levels and identify target groups and areas for interventions, program design and policy development. Interventions should focus on improving accessibility to sport programs for all adolescents, providing adequate sport grounds at school, and promoting good sport management practices. Programs and policies encouraging sport participation should address in particular the needs of adolescents living in deprived neighborhoods, those attending coeducational and girls-only schools, and those who are obese.

Sedentary behaviour and adiposity in youth: a systematic review of reviews and analysis of causality

BackgroundSedentary behaviour (sitting time) has becoming a very popular topic for research and translation since early studies on TV viewing in children in the 1980s. The most studied area for sedentary behaviour health outcomes has been adiposity in young people. However, the literature is replete with inconsistencies.MethodsWe conducted a systematic review of systematic reviews and meta-analyses to provide a comprehensive analysis of evidence and state-of-the-art synthesis on whether sedentary behaviours are associated with adiposity in young people, and to what extent any association can be considered ‘causal’. Searches yielded 29 systematic reviews of over 450 separate papers. We analysed results by observational (cross-sectional and longitudinal) and intervention designs.ResultsSmall associations were reported for screen time and adiposity from cross-sectional evidence, but associations were less consistent from longitudinal studies. Studies using objective accelerometer measures of sedentary behaviour yielded null associations. Most studies assessed BMI/BMI-z. Interventions to reduce sedentary behaviour produced modest effects for weight status and adiposity. Accounting for effects from sedentary behaviour reduction alone is difficult as many interventions included additional changes in behaviour, such as physical activity and dietary intake. Analysis of causality guided by the classic Bradford Hill criteria concluded that there is no evidence for a causal association between sedentary behaviour and adiposity in youth, although a small dose-response association exists.ConclusionsAssociations between sedentary behaviour and adiposity in children and adolescents are small to very small and there is little to no evidence that this association is causal. This remains a complex field with different exposure and outcome measures and research designs. But claims for ‘clear’ associations between sedentary behaviour and adiposity in youth, and certainly for causality, are premature or misguided.

Using a participatory approach to the development of a school-based physical activity policy in an Indigenous community.

BACKGROUND This study is part of a larger community-based participatory research (CBPR) project to develop, implement, and evaluate the physical activity component of a school-based wellness policy. The policy intervention is being carried out by community stakeholders and academic researchers within the Kahnawake Schools Diabetes Prevention Project, a well-established health promotion organization in the Indigenous community of Kahnawake, Quebec. METHODS We explored how a group of stakeholders develop a school physical activity policy in a participatory manner, and examined factors serving as facilitators and barriers to the development process. This case study was guided by an interpretive description approach and draws upon data from documentary analysis and participant observation. RESULTS A CBPR approach allowed academic researchers and community stakeholders to codevelop a physical activity policy that is both evidence-based and contextually appropriate. The development process was influenced by a variety of barriers and facilitators including working within existing structures, securing appropriate stakeholders, and school contextual factors. CONCLUSIONS This research offers a process framework that others developing school-based wellness policies may use with appropriate modifications based on local environments.

Role of Individual and School Factors in Physical Activity Patterns of Secondary-Level Spanish Students

BACKGROUND While the importance of individual and school factors as correlates of overall youth physical activity has been demonstrated by previous research, less is known about the relationship of these factors with specific patterns of physical activity during adolescence. Thus, the purpose of this study was to examine the association of selected individual and school factors with patterns of physical activity based on a sum index of physical activity in a population-based sample of Spanish adolescents. METHODS One thousand and eighty-four students aged 12 to 17 years completed a self-report survey once during school hours. In addition to participation in physical activity outside of school hours, the following variables were included in the analysis: gender, age, weight status, physical self-perceptions, evaluation of the school physical education experience, and type of school (public vs private). Multinomial logistic regression was used to model the associations among the variables and to calculate odd ratios (ORs) and 95% confidence intervals (CIs) for each pattern of physical activity. RESULTS The physical self-perceptions variable was the most consistent individual correlate of physical activity across participation patterns (ORs ranging from 4.29 to 1.88, CIs ranging from 2.16-8.54 to 1.10-3.21). Regarding the school variables included in this study, both were linked with participation in physical activity, but evaluation of the physical education experience showed the most consistent associations across activity patterns (ORs 2.49-2.17, CIs 1.49-4.15 to 1.25-3.74). CONCLUSION Physical education programs may benefit adolescents with different physical activity participation preferences regardless of important individual characteristics and broader school factors.

Adoption of Safe Routes to School in Canadian and the United States contexts: best practices and recommendations

BACKGROUND Declines in physical activity (PA) in children and youth have contributed to increases in childhood overweight and obesity. The Safe Routes to School (SRTS) program was developed to promote school active transportation (AT) and reverse the trend. METHODS Adopting concepts of a realist approach, this article seeks to understand strategies of adoption that worked in the Canadian and United States context. Inclusion criteria consisted of adoption of SRTS program, identification and definition of SRTS, implementation in Canada /United States, and partnership identified. RESULTS Partnerships focused on increasing the number of children using AT to school. With unique political and funding atmospheres, a common strategy was developing multilevel comprehensive partnerships to mobilize knowledge and resources, as well as to align intervention planning. Key successes, tools used to measure success, as well as benefits, challenges and lessons learned from partnerships were identified. CONCLUSION This article is the first attempt to examine SRTS at the state/provincial/city level to understand key adoption strategies using a realist approach. It found collaborative community-research partnerships that initiated SRTS and created cultural shifts in communities from the individual to policy level. Researchers, schools and communities interested in increasing school AT should consider SRTS as a valuable approach.