Association of environment and policy characteristics on children's moderate-to-vigorous physical activity and time spent sedentary in afterschool programs

Ajja, Rahma; Clennin, Morgan N.; Weaver, R. Glenn; Moore, Justin B.; Huberty, Jennifer; Ward, Dianne S.; Pate, Russell R.; Beets, Michael W.

doi:10.1016/j.ypmed.2014.09.010

Cited by 16 publications

(28 citation statements)

References 31 publications

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“…The results contrasted with some previous studies which concluded that a policy promoting active play [ 31 ], recess [ 7 ], extracurricular activities [ 6 , 8 , 32 ], and general health through the HPS framework [ 33 ] was positively related to students’ overall PA. Additionally, other studies also showed a positive relationship between students’ total PA and multiple school PA policies (measured by a composite index) [ 34 , 35 ], and allowed student access to PA facilities outside school hours [ 36 ]. Nevertheless, our findings are consistent with some studies which demonstrated that school policies (measured by a composite index) were unrelated to students’ self-reported [ 37 ] or accelerometry-assessed PA [ 38 ]. Beets and colleagues found provocative results in their study as written school policy (promoting PA in general) had an inverse association with students’ PA [ 39 ].…”

Section: Discussionsupporting

confidence: 92%

School policies and practices associated with Thai children’s overall and domain specific physical activity

et al. 2021

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School has a significant role in providing opportunities for children to engage in physical activity (PA) through policies and practices. This study aimed to identify the prevalence of school policies and practices related to physical activity (PA) and their association with Thai students’ overall and domain specific PA. This cross-sectional analysis included 5,830 students aged 6–17 years from 136 schools recruited though a multi-stage stratified cluster sampling across Thailand. Student’s PA data were assessed using a student survey and school data were collected by a principal survey. Associations between students’ PA and school variables were examined using logistic regressions. Despite a high prevalence of Thai schools reporting many policies and practices promoting PA in different areas, students reported low levels of PA. None of the school PA policies and practices was associated with students’ overall and domain specific activities, with active transport as the one exception. When schools had an active transport policy, students were 40% (OR = 1.40, p = 0.01) more likely to travel actively to/from school. The identified positive relationship between school active transport policy and students’ active travel behavior suggests a potential wider adoption of the policy promoting school active transport aiming to increase student’s PA levels among all Thai schools. Intervention studies are necessary to confirm this finding. Our study also reflected that, for greater levels of children’s school-based PA, strategies to translate the existing school PA policies into effective implementation should be an emphasis for Thai schools.

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Section: Discussionsupporting

confidence: 92%

School policies and practices associated with Thai children’s overall and domain specific physical activity

et al. 2021

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“…However, this study did not account for the possible provision of sedentary activity options (e.g., children can choose from free play on playground or computer laboratory). Intuitively, scheduling more time for PA should be related to increased PA, but based on the findings from this study and others, 16 this might only occur when PA is the only option. This has important implications for practice, as small changes in program scheduling may lead to substantial increases in children's MVPA and decreases in time spent sedentary.…”

Section: Discussionmentioning

confidence: 68%

“…Estimates of the outdoor spatial area (acre) were calculated using Geographical Information Systems (GIS) software using standard protocols. 16 …”

Section: Program Characteristicsmentioning

confidence: 99%

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

et al. 2016

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Background: In 2011, the YMCA of the United States adopted physical activity standards for all their afterschool programs (ASPs), which call for children to accumulate 30 minutes of moderate-to-vigorous physical activity (MVPA) while attending YMCA ASPs. The extent to which youth attending YMCA ASPs achieve this standard is unknown.Methods: Using a cluster-stratified design, 20 ASPs were sampled from all YMCA-operated ASPs across South Carolina (N = 102). ASPs were visited on four unannounced, nonconsecutive weekdays. Accelerometer-derived minutes spent in MVPA were dichotomized to ‡30 min/d of MVPA and <30 min/d of MVPA. Program characteristics were measured through document review and direct observation and compared to MVPA levels using random-effects quantile regression.Results: Boys (n = 607) and girls (n = 475) accumulated a median of 25.3 and 17.1 min/d of MVPA, respectively, which translated into 33% (range 6.2%-67.3%) and 17% (0%-42.6%) achieving the 30 min/d of MVPA standard, respectively. Increase in time scheduled for activity (10.7-11.7 min/d of MVPA), limited sedentary choices during activity time (6.9-8.9 min/d of MVPA), and staff activity-promotion training (4.8-7.9 min/d of MVPA) were associated with higher accumulated minutes of MVPA for boys and girls. Program revenue, percent activity structure that was for free play, and indoor/outdoor space were inconsistently related to meeting the MVPA standard.Conclusions: Modifiable programmatic structures were associated with higher amounts of MVPA. These findings suggest that simple programmatic changes could help ASPs to achieve the MVPA standard, regardless of infrastructure or finances.

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“…Access to facilities promotes PA and therefore reduces SB ( 30 , 31 ). In the case of full-day schools, availability and access to the schoolyard or in some cases the school's own gym may help to encourage children for PA ( 32 ). Third, leisure time at home is often characterized by SB in the form of screen usage ( 33 ).…”

Section: Discussionmentioning

confidence: 99%

Physical Activity and Sedentary Behavior of Children in Afterschool Programs: An Accelerometer-Based Analysis in Full-Day and Half-Day Elementary Schools in Germany

Kuritz

Mall

Schnitzius

et al. 2020

Front. Public Health

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Background: Regular physical activity (PA) and reduced sedentary behavior (SB) are positively related to children's health and considered as pillars of a healthy lifestyle. Full-day schools with their afterschool programs (ASPs) have an impact on children's daily PA and SB. Studies investigating PA and SB in ASPs, which compare PA and SB between the organizational forms full-day and half-day schools, are rare. The aim of this study is to describe elementary school children's PA and SB during ASPs and to compare the results to other time periods of the day, e.g., teaching hours and leisure time. Additionally, PA and SB of children in full-day and half-day schools are compared. Further, relevant factors influencing the achievement of the World Health Organization's (WHO's) PA guidelines for children, e.g., time spent in ASPs, are investigated. Methods: PA and SB of 332 German students ( n = 198 full-day school children; n = 134 half-day school children) from 11 different elementary schools were measured via accelerometry for 5 consecutive days within one school week in 2017. PA and SB during ASPs and other times of the day were analyzed via one-way and factorial ANOVA, correlation, and logistic regression. Results: Children attending full-day schools show the highest percentage of moderate-to-vigorous PA (MVPA) (13.7%) and the lowest percentage of SB (49.5%) during ASPs, in comparison with teaching hours and leisure time. In the afternoon hours, full-day school children show 20 min less SB than half-day school children. Children spending more time in ASPs obtain significantly more SB ( r = 0.23) and less MVPA ( r = −0.15). Further, they less likely reach WHO's PA guidelines odds ratio (OR = 0.98). Conclusion: Peers and the choice as well as offer of extracurricular activities promote PA in ASPs. Media availability leads to higher SB in leisure time. ASPs help to be more active and less sedentary. Time spent in ASPs should be limited, so that full-day school children still have the possibility to join other PA offers in leisure time. ASP time should contain a certain minimum amount of MVPA in line with ASP guidelines.

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Association of environment and policy characteristics on children's moderate-to-vigorous physical activity and time spent sedentary in afterschool programs

Cited by 16 publications

References 31 publications

School policies and practices associated with Thai children’s overall and domain specific physical activity

School policies and practices associated with Thai children’s overall and domain specific physical activity

Are We There Yet? Compliance with Physical Activity Standards in YMCA Afterschool Programs

Physical Activity and Sedentary Behavior of Children in Afterschool Programs: An Accelerometer-Based Analysis in Full-Day and Half-Day Elementary Schools in Germany

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