Joel D. Barnes

Sedentary Behavior Research Network (SBRN) : Terminology Consensus Project process and outcome

BackgroundThe prominence of sedentary behavior research in health science has grown rapidly. With this growth there is increasing urgency for clear, common and accepted terminology and definitions. Such standardization is difficult to achieve, especially across multi-disciplinary researchers, practitioners, and industries. The Sedentary Behavior Research Network (SBRN) undertook a Terminology Consensus Project to address this need.MethodFirst, a literature review was completed to identify key terms in sedentary behavior research. These key terms were then reviewed and modified by a Steering Committee formed by SBRN. Next, SBRN members were invited to contribute to this project and interested participants reviewed and provided feedback on the proposed list of terms and draft definitions through an online survey. Finally, a conceptual model and consensus definitions (including caveats and examples for all age groups and functional abilities) were finalized based on the feedback received from the 87 SBRN member participants who responded to the original invitation and survey.ResultsConsensus definitions for the terms physical inactivity, stationary behavior, sedentary behavior, standing, screen time, non-screen-based sedentary time, sitting, reclining, lying, sedentary behavior pattern, as well as how the terms bouts, breaks, and interruptions should be used in this context are provided.ConclusionIt is hoped that the definitions resulting from this comprehensive, transparent, and broad-based participatory process will result in standardized terminology that is widely supported and adopted, thereby advancing future research, interventions, policies, and practices related to sedentary behaviors.

Position Statement on Active Outdoor Play

A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years. The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play. The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9) and cross-sectorial individuals/organizations (N = 17), and an extensive stakeholder consultation process (N = 1908). More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter. The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development. We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature.” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development.

Physical Activity Profile of Old Order Amish, Mennonite, and Contemporary Children

PURPOSE This study explored the influence of modernity on the physical activity behaviors (e.g., intensity and timing) of children. METHODS Children aged 8-13 yr living a traditional lifestyle (Old Order Amish [OOA], n = 68; Old Order Mennonite [OOM], n = 120) were compared with children living a contemporary lifestyle (rural Saskatchewan [RSK], n = 132; urban Saskatchewan [USK], n = 93). Physical activity was objectively assessed for seven consecutive days using Actigraph 7164 accelerometers. Custom software was used to reduce the raw accelerometer data into standardized outcome variables. RESULTS On weekdays, there were group differences in moderate physical activity between all lifestyle groups (OOA > OOM > USK > RSK). On the weekend, the group differences in moderate physical activity persisted between, but not within, lifestyle groups (OOA = OOM > USK = RSK). During school hours, all groups had similar activity and inactivity periods; however, they differed in magnitude, with the OOA and OOM being both more sedentary and more active. In comparison with the children in school, the OOA and the OOM children had 44% lower sedentary time out of school compared with only 15% lower for RSK and USK children. CONCLUSIONS Although cross sectional, these data suggest that contemporary/modern living is associated with lower levels of moderate- and vigorous-intensity physical activity compared with lifestyles representative of earlier generations. Analyzing the physical activity and inactivity patterns of traditional lifestyle groups such as the OOA and the OOM can provide valuable insight into the quantity and quality of physical activity necessary to promote health.

The Canadian Assessment of Physical literacy: Development of a model of children's capacity for a healthy, active lifestyle through a Delphi process

BACKGROUND The Canadian Assessment of Physical Literacy (CAPL) was conceptualized as a tool to monitor childrens physical literacy. The original model (fitness, activity behavior, knowledge, motor skill) required revision and relative weights for calculating/interpreting scores were required. METHODS Nineteen childhood physical activity/fitness experts completed a 3-round Delphi process. Round 1 was open-ended questions. Subsequent rounds rated statements using a 5-point Likert scale. Recommendations were sought regarding protocol inclusion, relative importance within composite scores and score interpretation. RESULTS Delphi participant consensus was achieved for 64% (47/73) of statement topics, including a revised conceptual model, specific assessment protocols, the importance of longitudinal tracking, and the relative importance of individual protocols and composite scores. Divergent opinions remained regarding the inclusion of sleep time, assessment/ scoring of the obstacle course assessment of motor skill, and the need for an overall physical literacy classification. CONCLUSIONS The revised CAPL model (overlapping domains of physical competence, motivation, and knowledge, encompassed by daily behavior) is appropriate for monitoring the physical literacy of children aged 8 to 12 years. Objectively measured domains (daily behavior, physical competence) have higher relative importance. The interpretation of CAPL results should be reevaluated as more data become available.

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.

Validity of the SC-StepMX pedometer during treadmill walking and running.

The purpose of this study was to examine the validity of the SC-StepMX pedometer for measuring step counts. A convenience sample of 40 participants wore 4 SC-StepMX pedometers, 2 Yamax DigiWalker pedometers, and 2 Actical accelerometers around their waist on a treadmill at 4 speeds based on each participants self-paced walking speed (50%, 100%, 180%, and 250%; range: 1.4-14.1 km·h(-1)). The SC-StepMX demonstrated lower mean absolute percent error (-0.2%) compared with the Yamax DigiWalker (-20.5%) and the Actical (-26.1%). Mean measurement bias was lower for the SC-StepMX (0.1 ± 9.1; 95% confidence interval = -17.8 to 18.0 steps·min(-1)) when compared with both the Yamax DigiWalker (-15.9 ± 23.3; 95% confidence interval = -61.6 to 29.7 steps·min(-1)) and the Actical (-22.0 ± 36.3; 95% CI = -93.1 to 49.1 steps·min(-1)). This study demonstrates that the SC-StepMX pedometer is a valid tool for the measurement of step counts. The SC-StepMX accurately measures step counts at slower walking speeds when compared with 2 other commercially available activity monitors. This makes the SC-StepMX useful in measuring step counts in populations that are active at lower intensities (e.g., sedentary individuals, the elderly).

Too far to walk or bike

Only 25–35% of Canadian children and youth regularly engage in active transportation (AT; e.g., non-motorized travel modes such as walking and cycling) to/from school. Previous research shows that distance between home and school is the strongest barrier to AT. Based on social ecological theory, we describe several strategies to overcome this barrier. At the individual level, children and youth could engage in AT to/from destinations such as parks, shops, friends’ and family members’ residence, and sport fields which may be located closer than their school. Parents who drive their kids to/from school could drop them within a “walkable” distance so that they can walk for the remainder of the trip. Partnerships could be developed between schools and other nearby institutions that would allow cars and buses to use their parking lot temporarily so that children could do a portion of the school trip on foot. Developing a well-connected network of sidewalks along low traffic streets can also facilitate AT. At the policy level, decisions regarding school location have a direct influence on distance. Finally, social marketing campaigns could raise awareness about strategies to incorporate AT into one’s lifestyle, and encourage parents to reconsider what constitutes a “walkable” distance.RésuméSeulement 25–35% des enfants et adolescents canadiens font régulièrement du transport actif (TA; soit l’utilisation de modes de transport non-motorisés comme la marche et le vélo) pour se rendre à l’école et en revenir. Des études précédentes montrent que la distance entre l’école et la maison est la principale barrière au TA. D’après le modèle socio-écologique, nous décrivons plusieurs stratégies pour surmonter cette barrière. Au niveau individuel, les jeunes pourraient faire du TA pour aller à des destinations situées plus près de leur domicile comme au parc, au magasin, à la résidence de leurs amis ou de membres de leur famille ou au terrain de sport. Les parents qui conduisent leur enfant en voiture pourraient se stationner près de l’école pour effectuer le reste du trajet à pied. Des partenariats pourraient être développés entre les écoles et des institutions avoisinantes qui permettraient que les voitures et autobus utilisent leur stationnement temporairement pour que les jeunes puissent faire une partie du trajet à pied. Le développement d’un réseau de trottoirs bien connectés le long de rues avec une faible circulation automobile pourrait également favoriser le TA. Au niveau politique, les décisions quant à l’emplacement des écoles ont un impact direct sur la distance. Finalement, des campagnes de marketing social pourraient sensibiliser les gens aux stratégies pour incorporer le TA à ses habitudes de vie, et encourager les parents à reconsidérer ce que représente une distance ªmarchable«.

Refining the Canadian Assessment of Physical Literacy based on theory and factor analyses

BackgroundThe Canadian Assessment of Physical Literacy (CAPL) is a 25-indicator assessment tool comprising four domains of physical literacy: (1) Physical Competence, (2) Daily Behaviour, (3) Motivation and Confidence, and (4) Knowledge and Understanding. The purpose of this study was to re-examine the factor structure of CAPL scores and the relative weight of each domain for an overall physical literacy factor. Our goal was to maximize content representation, and reduce construct irrelevant variance and participant burden, to inform the development of CAPL-2 (a revised, shorter, and theoretically stronger version of CAPL).MethodsCanadian children (n = 10,034; Mage = 10.6, SD = 1.2; 50.1% girls) completed CAPL testing at one time point. Confirmatory factor analysis was used.ResultsBased on weak factor loadings (λs < 0.32) and conceptual alignment, we removed body mass index, waist circumference, sit-and-reach flexibility, and grip strength as indicators of Physical Competence. Based on the factor loading (λ < 0.35) and conceptual alignment, we removed screen time as an indicator of Daily Behaviour. To reduce redundancy, we removed children’s activity compared to other children as an indicator of Motivation and Confidence. Based on low factor loadings (λs < 0.35) and conceptual alignment, we removed knowledge of screen time guidelines, what it means to be healthy, how to improve fitness, activity preferences, and physical activity safety gear indicators from the Knowledge and Understanding domain. The final refined CAPL model was comprised of 14 indicators, and the four-factor correlated model fit the data well (r ranged from 0.08 to 0.76), albeit with an unexpected cross-loading from Daily Behaviour to knowledge of physical activity guidelines (mean- and variance-adjusted weighted least square [WLSMV] χ2(70) = 1221.29, p < 0.001, Comparative Fit Index [CFI] = 0.947, root mean square error of approximation [RMSEA] = 0.041[0.039, 0.043]). Finally, our higher-order model with Physical Literacy as a factor with indicators of Physical Competence (λ = 0.68), Daily Behaviour (λ = 0.91), Motivation and Confidence (λ = 0.80), and Knowledge and Understanding (λ = 0.21) fit the data well.ConclusionsThe scores from the revised and much shorter 14-indicator model of CAPL can be used to assess the four correlated domains of physical literacy and/or a higher-order aggregate physical literacy factor. The results of this investigation will inform the development of CAPL-2.

Canada’s Physical Literacy Consensus Statement: process and outcome

BackgroundHealthy movement behaviours of Canadian children and youth have been found to be suboptimal; this is associated with declines in physical fitness, increases in obesity, and elevated chronic disease risk. Physical literacy is an evolving construct representing foundational domains upon which physically active lifestyles are based. Many sectors and organizations in Canada are embracing physical literacy in their programs, practices, policies, and research; however, the use of inconsistent definitions and conceptualizations of physical literacy had been identified by stakeholders as hindering promotion and advancement efforts.MethodsWith leadership from ParticipACTION, organizations from the physical activity, public health, sport, physical education, and recreation sectors collaborated to create a physical literacy consensus definition and position statement for use by all Canadian organizations and individuals. The process involved an environmental scan, survey of related evidence, stakeholder consultations, and creation of a Steering Committee. From this background work a consensus statement was drafted, shared with stakeholders, revised, and ratified.ResultsCanada’s Physical Literacy Consensus Statement was launched in June 2015 at the International Physical Literacy Conference in Vancouver, British Columbia. To further promote the Consensus Statement, the Sport for Life Society developed and simultaneously released the “Vancouver Declaration”, which contained additional guidance on physical literacy. Both the Consensus Statement and the Declaration endorsed the International Physical Literacy Association’s definition of physical literacy, namely “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”.ConclusionsSector partners hope that the Consensus Statement, with its standardized definition, brings greater harmony, synergy, and consistency to physical literacy efforts in Canada and internationally. Going forward, the impact of this initiative on the sector, and the more distal goal of increasing habitual physical activity levels, should be assessed.

Mid-upper arm circumference as a screening tool for identifying children with obesity: a 12-country study

No studies have examined if mid‐upper arm circumference (MUAC) can be an alternative screening tool for obesity in an international sample of children differing widely in levels of human development.