Stuart J. Fairclough

Physical Activity Levels of Children during School Playtime

School represents a suitable setting for intervention programmes aiming to promote physical activity to benefit health. During the school day, physical education and school playtime offer children regular opportunities to engage in physical activity. However, there is growing concern that, internationally, curricular time allocated to physical education is not meeting statutory guidelines. The effectiveness of the playground environment to promote physical activity has been considered as a complementary setting to physical education.Physical activity guidelines state that children should engage in at least 1 hour of moderate intensity physical activity a day. Currently no empirically tested guidelines exist for physical activity levels during playtime. However, studies cited in this article indicate that playtime can contribute between 5–40% of recommended daily physical activity levels when no interventions have been utilised.The limited school-based investigations that have been reported in the literature suggest that boys engage in more physical activity during playtime than girls. Studies that have implemented intervention strategies in order to promote physical activity levels indicate that playtime can substantially contribute towards daily optimal physical activity guidelines. Energy expenditure and physical activity levels have increased during playtime following the implementation of playtime-based interventions. In order to advance knowledge of children’s physical activity during playtime, a number of key issues for consideration in future research are detailed. Research on children’s use of playtime to be physically active and the extent of the contribution of playtime to daily physical activity guidelines is warranted.

Children's physical activity levels during school recess: a quasi-experimental intervention study

BackgroundRecess provides a daily opportunity for children to engage in moderate-to-vigorous (MVPA) and vigorous physical activity (VPA). Limited research has investigated the effects of recess-based interventions on physical activity using large sample sizes whilst investigating variables that may influence the intervention effect. The aim of the study was to investigate the short-term effects of a playground markings and physical structures intervention on recess physical activity. A secondary aim was to investigate the effects of covariates on the intervention.Methods150 boys and 147 girls were randomly selected from 26 elementary schools to wear uni-axial accelerometers that quantified physical activity every 5 seconds during recess. Fifteen schools located in deprived areas in one large urban city in England received funding through a national initiative to redesign the playground environment. Eleven schools served as matched socioeconomic controls. Data were collected at baseline and 6-weeks following playground intervention. Recess MVPA and VPA levels adjusted for pupil- and school-level covariates (baseline physical activity, age, gender, recess length, body mass index) were analysed using multilevel analyses.ResultsPositive but non-significant intervention effects were found for MVPA and VPA when confounding variables were added to the model. Gender was a significant predictor of recess physical activity, with boys engaging in more MVPA and VPA than girls. Significant interactions for MVPA revealed that the intervention effect was stronger for younger elementary aged school children compared to older children, and the intervention effect increased as daily recess duration increased.ConclusionThe playground redesign intervention resulted in small but non-significant increases in childrens recess physical activity when school and pupil level variables were added to the analyses. Changing the playground environment produced a stronger intervention effect for younger children, and longer daily recess duration enabled children to engage in more MVPA following the intervention. This study concludes that the process of increasing recess physical activity is complex when school and pupil-level covariates are considered, though they should be taken into account when investigating the effects of playground intervention studies on childrens physical activity during recess.

The Contribution of Secondary School Physical Education to Lifetime Physical Activity

The promotion of lifetime participation in physical activity is a major goal of physical education, which this study considered in the context of curricular and extracurricular opportunities. Questionnaires focusing on PE provision were completed by 51 heads of physical education (HoPE). Results showed that team games predominated over lifetime activities in Key Stages 3 and 4 (p < .01), while lifetime activities were more prominent during extra-curricular time (p< .01). Female HoPE offered more lifetime activities than team games as part of their curricular (p < .01) and extracurricular provision. In contrast, male HoPE provided most opportunities for team games (p < .01). Schools place a significant emphasis on team games, often at the expense of lifetime activities. Physical educators must recognize which activities have the greatest carry-over value into adult life, and aim to provide more opportunities for allstudents to experience these activities.

Associations between children's socioeconomic status, weight status, and sex, with screen-based sedentary behaviours and sport participation

OBJECTIVE The objective was to study associations between socioeconomic status (SES), weight status, and sex, with childrens participation in sedentary behaviours and sport. METHODS Children (aged 9-10 years; n = 6,337) completed a questionnaire to establish how long they spent in sedentary behaviours and sport participation during week days and weekend days. Height and weight were measured to calculate body mass index. Associations between dependent and independent variables were investigated using hierarchical loglinear analysis. RESULTS A significantly greater proportion of boys than girls spent > or = 1 h per weekday and weekend day watching television (TV) (p < 0.001), playing video games (p < 0.001), and participating in sport (p < 0.001). TV viewing and video gaming for > or = 1 h per day were inversely associated with SES (p = 0.001), whilst the greatest proportion of children participating in sport for > or = 1 h were in the highest SES quartile (p < 0.001). Overweight girls were more likely than normal weight girls to use the internet for > or = 1 h per weekend day (p < 0.001). CONCLUSIONS Relatively more lower SES children spent time in sedentary behaviours than sport participation. Weight status was not consistently associated with sedentary behaviours. Proportionately more boys than girls watched TV, played video games, and participated in sport, suggesting that boys find time for sedentary behaviours and physical activity. Efforts should be made to address inequalities in the prevalence of sedentary behaviours and sport participation for all children regardless of SES, weight status, or sex.

Variables associated with children's physical activity levels during recess: the A-CLASS project

BackgroundSchool recess provides a daily opportunity for children to engage in physically active behaviours. However, few studies have investigated what factors may influence childrens physical activity levels in this context. Such information may be important in the development and implementation of recess interventions. The aim of this study was to investigate the association between a range of recess variables and childrens sedentary, moderate and vigorous physical activity in this context.MethodsOne hundred and twenty-eight children (39% boys) aged 9-10 years old from 8 elementary schools had their physical activity levels observed during school recess using the System for Observing Childrens Activity and Relationships during Play (SOCARP). Playground variables data were also collected at this time. Multilevel prediction models identified variables that were significantly associated with childrens sedentary, moderate and vigorous physical activity during recess.ResultsGirls engaged in 13.8% more sedentary activity and 8.2% less vigorous activity than boys during recess. Children with no equipment provision during recess engaged in more sedentary activity and less moderate activity than children provided with equipment. In addition, as play space per child increased, sedentary activity decreased and vigorous activity increased. Temperature was a significant negatively associated with vigorous activity.ConclusionsModifiable and unmodifiable factors were associated with childrens sedentary, moderate and vigorous physical activity during recess. Providing portable equipment and specifying areas for activities that dominate the elementary school playground during recess may be two approaches to increase recess physical activity levels, though further research is needed to evaluate the short and long-term impact of such strategies.

School day segmented physical activity patterns of high and low active children

BackgroundVariability exists in children’s activity patterns due to the association with environmental, social, demographic, and inter-individual factors. This study described accelerometer assessed physical activity patterns of high and low active children during segmented school week days whilst controlling for potential correlates.MethodsTwo hundred and twenty-three children (mean age: 10.7 ± 0.3 yrs, 55.6% girls, 18.9% overweight/obese) from 8 north-west England primary schools wore ActiGraph GT1M accelerometers for 7 consecutive days during autumn of 2009. ActiGraph counts were converted to minutes of moderate (MPA), vigorous (VPA) and moderate-to-vigorous (MVPA) physical activity. Children were classified as high active (HIGH) or low active (LOW) depending on the percentage of week days they accumulated at least 60 minutes of MVPA. Minutes spent in MPA and VPA were calculated for school time and non-school time and for five discrete school day segments (before-school, class time, recess, lunchtime, and after-school). Data were analysed using multi-level modelling.ResultsThe HIGH group spent significantly longer in MPA and/or VPA before-school, during class time, lunchtime, and after-school (P < .05), independent of child and school level factors. The greatest differences occurred after-school (MPA = 5.5 minutes, VPA = 3.8 minutes, P < 0.001). MPA and VPA were also associated with gender, BMI z-score, number of enrolled children, playground area per student, and temperature, depending on the segment analysed.The additive effect of the segment differences was that the HIGH group accumulated 12.5 minutes per day more MVPA than the LOW group.ConclusionsHIGH active children achieved significantly more MPA and VPA than LOW active during four of the five segments of the school day when analyses were adjusted for potential correlates. Physical activity promotion strategies targeting low active children during discretionary physical activity segments of the day, and particularly via structured afterschool physical activity programs may be beneficial.

Wear compliance and activity in children wearing wrist and hip mounted accelerometers

PURPOSE This study aimed to 1) explore childrens compliance to wearing wrist- and hip-mounted accelerometers, 2) compare childrens physical activity (PA) derived from raw accelerations of wrist and hip, and 3) examine differences in raw and counts PA measured by hip-worn accelerometry. METHODS One hundred and twenty-nine 9- to 10-yr-old children wore a wrist-mounted GENEActiv accelerometer (GAwrist) and a hip-mounted ActiGraph GT3X+ accelerometer (AGhip) for 7 d. Both devices measured raw accelerations, and the AGhip also provided count-based data. RESULTS More children wore the GAwrist than those from the AGhip regardless of wear time criteria applied (P < 0.001-0.035). Raw data signal vector magnitude (r = 0.68), moderate PA (MPA) (r = 0.81), vigorous PA (VPA) (r = 0.85), and moderate-to-vigorous PA (MVPA) (r = 0.83) were strongly associated between devices (P < 0.001). GAwrist signal vector magnitude (P = 0.001), MPA (P = 0.037), VPA (P = 0.002), and MVPA (P = 0.016) were significantly greater than those from the AGhip. According to GAwrist raw data, 86.9% of children engaged in at least 60 min · d(-1) of MVPA, compared with 19% for AGhip. ActiGraph MPA (raw) was 42.00 ± 1.61 min · d(-1) compared with 35.05 ± 0.99 min · d(-1) (counts) (P = 0.02). ActiGraph VPA was 7.59 ± 0.46 min · d(-1) (raw) and 37.06 ± 1.85 min · d(-1) (counts; P = 0.19). CONCLUSIONS In children, accelerometer wrist placement promotes superior compliance than the hip. Raw accelerations were significantly higher for GAwrist compared with those for AGhip possibly because of placement location and technical differences between devices. AGhip PA calculated from raw accelerations and counts differed substantially, demonstrating that PA outcomes derived from cut points for raw output and counts cannot be directly compared.

Effect of a family focused active play intervention on sedentary time and physical activity in preschool children

BackgroundEarly childhood provides a window of opportunity for the promotion of physical activity. Given the limited effectiveness of interventions to date, new approaches are needed. Socio-ecological models suggest that involving parents as intervention targets may be effective in fostering healthier lifestyles in children. This study describes the effectiveness of a family-focused ‘Active Play’ intervention in decreasing sedentary time and increasing total physical activity in preschool children.MethodSeventy-seven families were recruited from 8 randomly selected SureStart children’s centres in the North West of England. Centres were randomly assigned to either an intervention (n = 4) or a comparison group (n = 4). Parents and children in the intervention group received a 10-week active play programme delivered by trained active play professionals; this included an activity and educational component. Families in the comparison group were asked to maintain their usual routine. Each participating parent and child wore a uni-axial accelerometer for 7 days at baseline and post-test. Week and weekend day sedentary time and total physical activity adjusted for child- and home- level covariates were analysed using multilevel analyses.ResultsSignificant intervention effects were observed for sedentary time and physical activity for both week and weekend days. Children in the intervention group engaged in 1.5% and 4.3% less sedentary time during week and weekend days, respectively and 4.5% and 13.1% more physical activity during week and weekend days, respectively than children in the comparison group. Parent’s participation in sport and their physical activity levels, child’s sex, availability of media in the home and attendance at organised activities were significant predictors of sedentary time and physical activity in this age group.ConclusionA 10-week family focused active play intervention produced positive changes in sedentary time and total physical activity levels in preschool children. Specific covariates were identified as having a significant effect on the outcome measures. Moreover, children whose parents were active engaged in less sedentary time and more physical activity suggesting that parent’s activity habits are mediators of physical activity engagement in this age group.

Promoting healthy weight in primary school children through physical activity and nutrition education: a pragmatic evaluation of the CHANGE! randomised intervention study

BackgroundThis pragmatic evaluation investigated the effectiveness of the Children’s Health, Activity and Nutrition: Get Educated! (CHANGE!) Project, a cluster randomised intervention to promote healthy weight using an educational focus on physical activity and healthy eating.MethodsParticipants (n = 318, aged 10–11 years) from 6 Intervention and 6 Comparison schools took part in the 20 weeks intervention between November 2010 and March/April 2011. This consisted of a teacher-led curriculum, learning resources, and homework tasks. Primary outcome measures were waist circumference, body mass index (BMI), and BMI z-scores. Secondary outcomes were objectively-assessed physical activity and sedentary time, and food intake. Outcomes were assessed at baseline, at post-intervention (20 weeks), and at follow-up (30 weeks). Data were analysed using 2-level multi-level modelling (levels: school, student) and adjusted for baseline values of the outcomes and potential confounders. Differences in intervention effect by subgroup (sex, weight status, socio-economic status) were explored using statistical interaction.ResultsSignificant between-group effects were observed for waist circumference at post-intervention (β for intervention effect =−1.63 (95% CI = −2.20, -1.07) cm, p<0.001) and for BMI z-score at follow-up (β=−0.24 (95% CI = −0.48, -0.003), p=0.04). At follow-up there was also a significant intervention effect for light intensity physical activity (β=25.97 (95% CI = 8.04, 43.89) min, p=0.01). Interaction analyses revealed that the intervention was most effective for overweight/obese participants (waist circumference: β=−2.82 (95% CI = −4.06, -1.58) cm, p<0.001), girls (BMI: β=−0.39 (95% CI = −0.81, 0.03) kg/m2, p=0.07), and participants with higher family socioeconomic status (breakfast consumption: β=8.82 (95% CI = 6.47, 11.16), p=0.07).ConclusionsThe CHANGE! intervention positively influenced body size outcomes and light physical activity, and most effectively influenced body size outcomes among overweight and obese children and girls. The findings add support for the effectiveness of combined school-based physical activity and nutrition interventions. Additional work is required to test intervention fidelity and the sustained effectiveness of this intervention in the medium and long term.Trial registrationCurrent Controlled Trials ISRCTN03863885.

Physical activity levels of normal-weight and overweight girls and boys during primary school recess.

Objective: This study aimed to compare moderate‐to‐vigorous physical activity (MVPA) and vigorous physical activity (VPA) in normal‐weight and overweight boys and girls during school recess.