Evaluation of the process and outcomes of the Global Matrix 3.0 of physical activity grades for children and youth

Aubert, Salomé; Barnes, Joel D.; Tremblay, Mark S.

doi:10.1016/j.jesf.2020.01.002

Cited by 10 publications

(9 citation statements)

References 11 publications

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“…Since its creation, the Global Matrix framework has evolved, expanded, become more robust, and is now widely disseminated and used to inform policy and practice. 18,19 Fifteen countries participated in the inaugural Global Matrix 1.0 (2014), 20 38 countries participated in the Global Matrix 2.0 (2016), 21 and 49 countries participated in the Global Matrix 3.0 (2018). 22 These Global Matrices highlighted international research, and surveillance gaps and limitations showed evidence of higher PA and lower sedentary behavior in countries reporting poorer infrastructure for supporting PA, and lower PA and higher sedentary behavior in countries reporting better infrastructure for supporting PA.…”

Section: Background and Objectivesmentioning

confidence: 99%

Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries

Aubert¹,

Barnes²,

Demchenko³

et al. 2022

Journal of Physical Activity and Health

182

172

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Background: The Global Matrix 4.0 on physical activity (PA) for children and adolescents was developed to achieve a comprehensive understanding of the global variation in children’s and adolescents’ (5–17 y) PA, related measures, and key sources of influence. The objectives of this article were (1) to summarize the findings from the Global Matrix 4.0 Report Cards, (2) to compare indicators across countries, and (3) to explore trends related to the Human Development Index and geo-cultural regions. Methods: A total of 57 Report Card teams followed a harmonized process to grade the 10 common PA indicators. An online survey was conducted to collect Report Card Leaders’ top 3 priorities for each PA indicator and their opinions on how the COVID-19 pandemic impacted child and adolescent PA indicators in their country. Results: Overall Physical Activity was the indicator with the lowest global average grade (D), while School and Community and Environment were the indicators with the highest global average grade (C+). An overview of the global situation in terms of surveillance and prevalence is provided for all 10 common PA indicators, followed by priorities and examples to support the development of strategies and policies internationally. Conclusions: The Global Matrix 4.0 represents the largest compilation of children’s and adolescents’ PA indicators to date. While variation in data sources informing the grades across countries was observed, this initiative highlighted low PA levels in children and adolescents globally. Measures to contain the COVID-19 pandemic, local/international conflicts, climate change, and economic change threaten to worsen this situation.

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Section: Background and Objectivesmentioning

confidence: 99%

Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries

Aubert¹,

Barnes²,

Demchenko³

et al. 2022

Journal of Physical Activity and Health

182

172

View full text Add to dashboard Cite

show abstract

“…The WHO Global Action Plan on Physical Activity 2018-2030 aims to reduce this prevalence and one strategy focuses on strengthening physical activity surveillance across the lifespan (2). The Active Healthy Kids Global Alliance (AHKGA) has made a significant contribution to this endeavor worldwide (3). The alliance developed a standardized global surveillance system focused on evaluating the prevalence of movement behaviors among children and adolescents and the opportunities available to perform these (4).…”

Section: Introductionmentioning

confidence: 99%

Results from the 2022 Mexican report card on physical activity for children and adolescents

Argumedo,

López y Taylor,

Ortiz Brunel

et al. 2024

Front. Public Health

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IntroductionThe Mexican Report Card on Physical Activity for Children and Adolescents aims to assess the prevalence of movement behaviors and opportunities to perform them.MethodsData on 11 indicators were obtained from national health surveys, census data, government documents, websites, and published studies. Data were compared against established benchmarks, and a grade between 0 and 10 was assigned to each indicator.ResultsFor Daily Behaviors, we found 34.5% of Mexican children and adolescents meet Physical Activity recommendations (Grade 3), 48.4% participate in Organized Sports (Grade 5), 35–75.8% engage in Active Play outdoors (Grade 4), 54.1% use Active Transportation (Grade 5), 43.6% spend <2 h in Sedentary Behavior per day (Grade 4), and 65–91% meet Sleep recommendations (Grade 7). Girls have lower physical activity levels and sports participation than boys of the same age. For Physical Fitness, we found 56.2–61.8% of children and adolescents have an adequate body mass index for their age (Grade 6). For Sources of Influence, we found 65–67% of parents engage in physical activity or sports in a week (Grade 7), 32.2–53.3% of basic education schools have a physical education teacher (Grade 6), and 37% of neighborhoods in Mexico have sidewalks with trees (Grade 4). Regarding Government, several policies and programs aimed at improving children physical activity were launched but their impact and allocated implementation budget are unknown (Grade 6).DiscussionMexican children and adolescents engage in low levels of movement behaviors and have limited opportunities to perform such behaviors. The grades and recommendations provided here should be considered to improve such opportunities.

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“…Physical inactivity is the fourth most important risk factor for mortality worldwide, and it is responsible for the deaths of five million people per year, making it a global public health priority [1,2]. Approximately 80% of adolescents fail to meet international physical activity recommendations, which state that ≥60 min of moderate to vigorous physical activity should be performed every day [3]. Given this problem, the World Health Organization (WHO), through the "Global Action Plan on Physical Activity 2018-2030", proposes to reduce physical inactivity worldwide by 10% by 2025 and 15% by 2030 through initiatives to promote physical activity that involve a systemic view of the problem and that consider the school system as a relevant actor [4].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Ecological Model-Based Active Transport Education Program on Physical and Mental Health in High School Students (MOV-ES Project): Study Protocol for a Randomized Controlled Trial

Merellano-Navarro,

Godoy-Cumillaf,

Collado-Mateo

et al. 2024

Healthcare

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The United Nations, through its 2030 Agenda and Sustainable Development Goals, advocates for the establishment of conducive environments for physical activity, following the ecological model. In line with this initiative, active transportation emerges as an accessible, cost-effective, and sustainable approach to augmenting daily physical activity levels. This study protocol endeavors to assess the impact of an active transportation education program rooted in the ecological model on the physical and mental well-being of high school students. Drawing upon scientific insights, we hypothesize that a 16-week active transportation intervention will lead to a 3% reduction in average body fat percentage and a noteworthy enhancement in executive function (including inhibition, cognitive flexibility, and working memory), physical fitness (comprising cardiorespiratory fitness and muscle strength), and mental health (encompassing mood disorders and cognitive functioning). If this intervention proves effective, it could offer a viable solution for the school community, especially in reducing congestion within the school environment. The study protocol aims to evaluate the impact of an active transportation educational program based on the ecological model on the physical and mental well-being of high school students. Three high schools located in the urban area of Talca, Chile, will be randomly selected (one public, one privately subsidized, and one private non-subsidized). Each high school will be randomly assigned an experimental group (n = 30) and a control group (n = 30; without intervention). The experimental groups will receive an active transportation educational intervention during their physical education classes for four months (60 to 90 min sessions, once a week), while the control group will receive no intervention. The primary outcome will provide information on body composition and executive function. Secondary outcomes will include objective physical activity level, physical fitness, mental well-being, academic achievement, health-related quality of life, perception of environmental urban features, physical activity barriers, and adherence to active transportation. It is expected that the results of the MOV-ES Project will transcend the physical health of schoolchildren and will have an impact on the school community, especially by decongesting the school environment.

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Evaluation of the process and outcomes of the Global Matrix 3.0 of physical activity grades for children and youth

Cited by 10 publications

References 11 publications

Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries

Global Matrix 4.0 Physical Activity Report Card Grades for Children and Adolescents: Results and Analyses From 57 Countries

Results from the 2022 Mexican report card on physical activity for children and adolescents

Effectiveness of an Ecological Model-Based Active Transport Education Program on Physical and Mental Health in High School Students (MOV-ES Project): Study Protocol for a Randomized Controlled Trial

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