Contribution of free play towards physical activity guidelines for New Zealand primary school children aged 7–9 years

McGall, S.; McGuigan, Michael R.; Nottle, Carmel

doi:10.1136/bjsm.2009.065318

Cited by 21 publications

(24 citation statements)

References 25 publications

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“…Overall, children were slightly more sedentary and less active than on a weekday, without the marked peaks observed during the school days as has also been found in other studies 24 40 41. This change in activity at weekends may be a consequence of the different influences on children's activity at weekends including an increase in sedentary time spent using electronic devices 42.…”

Section: Discussionsupporting

confidence: 76%

levels and sociodemographic correlates of accelerometer-based physical activity in Irish children: a cross-sectional study

Kearney

Keane

et al. 2017

J Epidemiol Community Health

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Section: Discussionsupporting

confidence: 76%

levels and sociodemographic correlates of accelerometer-based physical activity in Irish children: a cross-sectional study

Kearney

Keane

et al. 2017

J Epidemiol Community Health

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“…One study was identified from each of New Zealand [26], Ireland [34] and Portugal [36] and one study had a combined sample from Bulgaria, Taiwan and the United States [40]. …”

Section: Resultsmentioning

confidence: 99%

“…These studies were grouped together as at ‘other locations’ [11–13, 21, 24–28, 30–37]. No studies investigating sedentary behaviors assessed behaviors when children were at after-school care, therefore all were considered ‘other locations’ ( n = 9) [26, 38–46]. …”

Section: Resultsmentioning

confidence: 99%

“…The majority of studies measured sedentary time using the ActiGraph accelerometer ( n = 15); however, a variety of cut points were used to indicate sedentary time including <50 counts per minute (cpm) [36], <100 cpm [11–13, 23, 26, 28, 29, 32, 33, 37], < 300 cpm [30, 31], < 800 cpm [35], and <1.5METS [24]. Of the remaining five studies, one used the Actical accelerometer with a sedentary cut point of <100 cpm [25], two used direct observation (modified version of BEACHES [Behaviours of Eating and Activity for Child Health] [27], and SOFIT [System for Observing Fitness Instruction Time] [22]), one used the RT3 tri-axial accelerometer with a cutpoint of <288 cpm [21] and one used the activPAL where sedentary was defined as sitting/lying down [34].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review of the prevalence of sedentary behavior during the after-school period among children aged 5-18 years

Arundell

Fletcher

Salmon

et al. 2016

Int J Behav Nutr Phys Act

169

110

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BackgroundIndependent of physical activity levels, youth sedentary behaviors (SB) have negative health outcomes. SB prevalence estimates during discretionary periods of the day (e.g., after-school), inform the need for targeted period-specific interventions. This systematic review aimed to determine children’s and adolescents’ SB prevalence during the after-school period.MethodsA computerized search was conducted in October 2015 (analysed November 2015). Inclusion criteria were: published in a peer-reviewed English journal; participants aged 5-18 years; measured overall after-school sedentary time (ST) objectively, and/or specific after-school SBs (e.g., TV viewing) objectively or subjectively; and provided the percentage of the after-school period spent in ST/SB or duration of behavior and period to calculate this. Where possible, findings were analyzed by location (e.g., after-school care/‘other’ locations). The PRISMA guidelines were followed.ResultsTwenty-nine studies were included: 24 included children (≤12 years), four assessed adolescents (>12 years) and one included both; 20 assessed ST and nine assessed SB. On average, children spent 41 % and 51 % of the after-school period in ST when at after-school care and other locations respectively. Adolescents spent 57 % of the after-school period in ST. SBs that children and adolescents perform include: TV viewing (20 % of the period), non-screen based SB (including homework; 20 %), screen-based SB (including TV viewing; 18 %), homework/academics (13 %), motorised transport (12 %), social SB (9 %), and screen-based SB (excluding TV viewing; 6 %).ConclusionChildren spent up to half of the after-school period in ST and this is higher among adolescents. A variety of screen- and non-screen based SBs are performed after school, providing key targets for interventions.Trial registrationPROSPERO registration number CRD42015010437Electronic supplementary materialThe online version of this article (doi:10.1186/s12966-016-0419-1) contains supplementary material, which is available to authorized users.

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“…Previous studies have found that children are more active on weekdays (Duncan, Schofield & Duncan, 2006;Duncan, Al-Nakeeb, Woodfield & Lyons 2007;McGall, McGuigan & Nottle, 2011;Oliver, Schofield & Kilt, 2007;Owens et al, 2009;Riddoch, Mattocks et al, 2007). Research suggests that highly active children spend more time in physical activity before school, during class, lunch and after school (Rowlands, Pilgrim & Eston, 2008).…”

Section: Environmental Differencesmentioning

confidence: 97%

Physical activity patterns of ethnic children from low socio-economic environments within the UK

Eyre

Duncan

Birch

et al. 2014

Journal of Sports Sciences

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Original citation:Eyre, E.L.J. , Duncan, M.J. , Birch, S. , Cox, V. and Blackett, M. (2014) Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. This copy may differ from the published PDF. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders. CURVE is the Institutional Repository for Coventry University ABSTRACTMany children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socioeconomic environments within the UK, use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7 -9 years) using GPS monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and physical activity was assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in MVPA in indoor and outdoor environments were assessed. A 2-by-2 repeated measures ANCOVA, controlling for BMI, BF%, assessed environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (p <0.01) and a greater amount of time was spent in non-green environments (p <0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health enhancing PA and reducing fatness in deprived and ethnic children.

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Contribution of free play towards physical activity guidelines for New Zealand primary school children aged 7–9 years

Abstract: this study found activity levels were considerably lower than the recommended guidelines, and children were more active during school playtime compared to after school and weekends.

Cited by 21 publications

References 25 publications

levels and sociodemographic correlates of accelerometer-based physical activity in Irish children: a cross-sectional study

levels and sociodemographic correlates of accelerometer-based physical activity in Irish children: a cross-sectional study

A systematic review of the prevalence of sedentary behavior during the after-school period among children aged 5-18 years

Physical activity patterns of ethnic children from low socio-economic environments within the UK

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