Zoe Knowles

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.

Reflecting on reflection: exploring the practice of sports coaching graduates

Recent research has commented on the prevalence and usefulness of reflective practice in specific sports coaching domains. The present paper explores how 6 coaching science graduates from Knowles et al’s study deployed reflective processes within their coaching practice outside the confines of a supported reflective based curriculum. A reflective interview guide was used based on Gibbs’ model and staged reflective practice. 21 raw data themes elicited discussion relating to defining models of reflection, barriers of reflection, issues regarding written techniques and reflection with others. Results suggest the in‐built reflective rigour present in the undergraduate programme is at variance with the post graduation reality of sports coach employment. This differentiation is discussed with reference to short term contracts and a lack of professional accountability with recommendations made for future coach education programmes.

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.

Encouraging play in the natural environment: a child-focused case study of Forest School

There is concern that children are becoming disengaged from the natural environment and are not being afforded the opportunities to play in such environments. To examine childrens perceptions, knowledge and experiences of play in the natural environment, 17 children from one school participated in small focus groups before and after a 12-week Forest School that took place within a school woodland area. Using two qualitative approaches, we found that Forest School had a positive influence on childrens natural play and their knowledge of the natural world around them.

Using formative research to develop CHANGE!: a curriculum-based physical activity promoting intervention

BackgroundLow childhood physical activity levels are currently one of the most pressing public health concerns. Numerous school-based physical activity interventions have been conducted with varied success. Identifying effective child-based physical activity interventions are warranted. The purpose of this formative study was to elicit subjective views of children, their parents, and teachers about physical activity to inform the design of the CHANGE! (Childrens Health, Activity, and Nutrition: Get Educated!) intervention programme.MethodsSemi-structured mixed-gender interviews (group and individual) were conducted in 11 primary schools, stratified by socioeconomic status, with 60 children aged 9-10 years (24 boys, 36 girls), 33 parents (4 male, 29 female) and 10 teachers (4 male, 6 female). Questions for interviews were structured around the PRECEDE stage of the PRECEDE-PROCEDE model and addressed knowledge, attitudes and beliefs towards physical activity, as well as views on barriers to participation. All data were transcribed verbatim. Pen profiles were constructed from the transcripts in a deductive manner using the Youth Physical Activity Promotion Model framework. The profiles represented analysis outcomes via a diagram of key emergent themes.ResultsAnalyses revealed an understanding of the relationship between physical activity and health, although some children had limited understanding of what constitutes physical activity. Views elicited by children and parents were generally consistent. Fun, enjoyment and social support were important predictors of physical activity participation, though several barriers such as lack of parental support were identified across all group interviews. The perception of family invested time was positively linked to physical activity engagement.ConclusionsFamilies have a powerful and important role in promoting health-enhancing behaviours. Involvement of parents and the whole family is a strategy that could be significant to increase childrens physical activity levels. Addressing various perceived barriers to such behaviours therefore, remains imperative.Trial RegistrationISRCTN: ISRCTN03863885

Effect of a school-based active play intervention on sedentary time and physical activity in preschool children

Early childhood is a critical time for promoting physical activity. Few studies have investigated the effect of interventions in this population. The aim of this study was to investigate the effect of a school-based active play intervention on preschool childrens sedentary time and physical activity. Preschool children were recruited from randomly selected preschools. Schools were randomly assigned to an intervention or comparison group. One teacher per intervention school received training from active play professionals in the delivery of a 6-week active play programme. Comparison schools continued their usual practice. Children wore a uni-axial accelerometer for 7 days at baseline, immediately after and at 6-month post-intervention. No significant intervention effects were observed for sedentary time or physical activity. However, sex and hours spent at school were significant predictors of physical activity. Children who spent fewer hours (half-day children) at school were significantly more active than their full-day counterparts. Physical activity during the intervention classes was high even though neither daily physical activity nor sedentary time changed. Notably children who spent more time at preschool were less active suggesting that preschool was not as conducive to physical activity engagement as other environments.

Using formative research to develop the healthy eating component of the CHANGE! school-based curriculum intervention

BackgroundChildhood obesity is a significant public health concern. Many intervention studies have attempted to combat childhood obesity, often in the absence of formative or preparatory work. This study describes the healthy eating component of the formative phase of the Children’s Health Activity and Nutrition: Get Educated! (CHANGE!) project. The aim of the present study was to gather qualitative focus group and interview data regarding healthy eating particularly in relation to enabling and influencing factors, barriers and knowledge in children and adults (parents and teachers) from schools within the CHANGE! programme to provide population-specific evidence to inform the subsequent intervention design.MethodsSemi-structured focus group interviews were conducted with children, parents and teachers across 11 primary schools in the Wigan borough of North West England. Sixty children (N = 24 boys), 33 parents (N = 4 male) and 10 teachers (N = 4 male) participated in the study. Interview questions were structured around the PRECEDE phases of the PRECEDE-PROCEED model. Interviews were transcribed verbatim and analysed using the pen-profiling technique.ResultsThe pen-profiles revealed that children’s knowledge of healthy eating was generally good, specifically many children were aware that fruit and vegetable consumption was ‘healthy’ (N = 46). Adults’ knowledge was also good, including restricting fatty foods, promoting fruit and vegetable intake, and maintaining a balanced diet. The important role parents play in children’s eating behaviours and food intake was evident. The emerging themes relating to barriers to healthy eating showed that external drivers such as advertising, the preferred sensory experience of “unhealthy” foods, and food being used as a reward may play a role in preventing healthy eating.ConclusionsData suggest that; knowledge related to diet composition was not a barrier per se to healthy eating, and education showing how to translate knowledge into behavior or action is required. The key themes that emerged through the focus groups and pen-profiling data analysis technique will be used to inform and tailor the healthy eating component of the CHANGE! intervention study.Trial registrationCurrent Controlled Trials ISRCTN03863885

Fundamental Movement Skills in relation to weekday and weekend physical activity in preschool children

OBJECTIVES To examine associations between fundamental movement skills and weekday and weekend physical activity among preschool children living in deprived communities. DESIGN Cross-sectional observation study. METHODS Six locomotor skills and 6 object-control skills were video-assessed using The Childrens Activity and Movement in Preschool Study Motor Skills Protocol. Physical activity was measured via hip-mounted accelerometry. A total of 99 children (53% boys) aged 3-5 years (M 4.6, SD 0.5) completed all assessments. Multilevel mixed regression models were used to examine associations between fundamental movement skills and physical activity. Models were adjusted for clustering, age, sex, standardised body mass index and accelerometer wear time. RESULTS Boys were more active than girls and had higher object-control skill competency. Total skill score was positively associated with weekend moderate-to-vigorous physical activity (p = 0.034) but not weekday physical activity categories (p > 0.05). When subdomains of skills were examined, object-control skills was positively associated with light physical activity on weekdays (p = 0.008) and with light (p = 0.033), moderate-to-vigorous (p = 0.028) and light- and moderate-to-vigorous (p = 0.008) physical activity at weekends. Locomotor skill competency was positively associated with moderate-to-vigorous physical activity on weekdays (p = 0.016) and light physical activity during the weekend (p = 0.035). CONCLUSIONS The findings suggest that developing competence in both locomotor and object-control skills may be an important element in promoting an active lifestyle in young children during weekdays and at weekends.

Patterns of objectively measured moderate-to-vigorous physical activity in preschool children

BACKGROUND Identifying periods of the day which are susceptible to varying levels of physical activity (PA) may help identify key times to intervene and potentially change preschool childrens PA behaviors. This study assessed variability of objectively measured moderate-to-vigorous physical activity (MVPA) during weekdays and weekend days among preschool children. METHODS One hundred and eighty-eight children (aged 3 to 5 years; 53.2% boys) from a northwest English city wore uni-axial accelerometers for 7 consecutive days. RESULTS Higher levels of MVPA were recorded in boys, particularly those who attended preschool for a half day. Children who attended preschool for a full day engaged in 11.1 minutes less MVPA than children who attended for a half day. After-school hours were characterized by a decrease in activity for all groups. Patterns of activity during the weekend were smoother with less variability. CONCLUSION This study identified discrete segments of the week, specifically afterschool and during the weekend, when preschoolers engage in low levels of PA. Higher levels of MVPA among children who attended preschool for less time each day suggests that the structured preschool environment is related to decreased activity. Consequently, there is a need for interventions in young children to focus on school and home environments.

Fundamental movement skills of preschool children in northwest England

This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3–5 yr.) were included in the study. Twelve skills were assessed using the Childrens Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.