Individual and School‐Level Socioeconomic Gradients in Physical Activity in Australian Schoolchildren

Lewis, Lucy; Maher, Carol; Katzmarzyk, Peter T.; Olds, Tim

doi:10.1111/josh.12357

Cited by 14 publications

(17 citation statements)

References 24 publications

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“…Similarly, we found potential barriers to enhancing children's PA; skill development and fitness in school were more prevalent in low SES schools than high SES schools and most barriers were associated with curriculum and teaching, and school policy and environment. Our findings reinforce the importance of assessing not only the physical features of the school, as has been done in a previous Australian study, but also the wider psychosocial characteristics—school leadership, wider school environment, and ethos surrounding PA and teacher behaviors…”

Section: Discussionsupporting

confidence: 88%

“…The distinction between school‐ and individual‐level SES may be an important factor in the delivery of school‐based PA interventions within schools. Evidence from the United States suggests that school‐level SES does influence children's PA, with additional support from an Australian study . The Australian study also found a clear association between SES and in‐school PA, with school facilities, sports, and policies promoting PA not differing significantly among schools of different SES.…”

mentioning

confidence: 84%

“…Evidence from the United States suggests that school‐level SES does influence children's PA, with additional support from an Australian study . The Australian study also found a clear association between SES and in‐school PA, with school facilities, sports, and policies promoting PA not differing significantly among schools of different SES. Hence, exploring school‐level SES, children's PA levels and perceived barriers and enablers for promoting PA within the school environment deserves further exploration.…”

mentioning

confidence: 84%

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Influence of School‐Level Socioeconomic Status on Children's Physical Activity, Fitness, and Fundamental Movement Skill Levels

Peralta

Mihrshahi

Bellew

et al. 2019

Journal of School Health

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BACKGROUND: Authorities recommend that youth undertake at least 60 minutes of daily moderate-to-vigorous physical activity (MVPA), with young people having the opportunity to undertake at least half of this MVPA during school hours. METHODS:In this study, we examined the influence of school-level socioeconomic status (SES) on children's PA, fitness and fundamental movement skill (FMS) levels, and the barriers and enablers of children's PA in 86 Australian schools (41 primary, 45 secondary). School-level SES was based on an Index of Community Socio-Educational Advantage (ICSEA). School representatives reported potential barriers and enablers for children's PA. We used subjective and objectives measures of PA, fitness, and FMS levels. Multiple logistic regression examined the associations of ICSEA category (low or high) with barriers and enablers, and PA outcomes, adjusting for children's language background and residence. RESULTS:Children from high SES schools were more likely to achieve the healthy fitness zone for cardiorespiratory fitness; those from low SES schools consistently reported more barriers and fewer enablers than their high SES counterparts. CONCLUSIONS:Extra efforts may be required to address school-level barriers and enablers to enhance PA, fitness, and FMS levels for schools in disadvantaged areas.Advantage; moderate-to-vigorous physical activity; youth fitness.Citation: Peralta LR, Mihrshahi S, Bellew B, Reece LJ, Hardy LL. Influence of school-level socioeconomic status on children's physical activity, fitness, and fundamental movement skill levels.

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Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 84%

mentioning

confidence: 84%

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Influence of School‐Level Socioeconomic Status on Children's Physical Activity, Fitness, and Fundamental Movement Skill Levels

Peralta

Mihrshahi

Bellew

et al. 2019

Journal of School Health

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“…While this sex‐based disparity in physical activity among youth is not new, recent findings have suggested that influences on physical activity from the school environment may be weaker on girls compared to boys . In addition, previous studies have found weaker effects of school‐based physical activity programs in low SES schools compared to higher SES schools . Our results indicate that “ Health Empowers You!…”

Section: Discussioncontrasting

confidence: 45%

Health Empowers You: Impact of a School‐Based Physical Activity Program in Elementary School Students, Georgia, 2015‐2016

Hyde

Gazmararian

Barrett-Williams³

et al. 2019

Journal of School Health

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BACKGROUND: Most youth in the United States do not meet the recommended 60 minutes of daily physical activity (PA). The school environment offers an opportunity to engage students in PA. The purpose of this study was to evaluate the impact of a comprehensive school-based physical activity program on student PA across student-level and school-level characteristics. METHODS:PA levels from 3294 fourth grade students in 24 intervention schools and 7 control schools in metropolitan Atlanta, Georgia were measured during the 2015-2016 academic year. PA measures included daily steps in school, steps taken in physical education class (PE), and percent of PE class time spent in moderate-to-vigorous physical activity (MVPA). Intervention effectiveness was assessed using generalized estimating equations adjusting for sex and school-level socioeconomic status (SES). RESULTS:After adjusting for sex and school-level SES, intervention students had significantly higher increases in average daily steps (p < .05), steps taken in PE (p < .01), and percent of PE class spent in MVPA (p < .01) than control students. CONCLUSIONS:Our findings demonstrate the effectiveness of CSPAPs in increasing PA. Further research using randomized controlled trials of large-scale implementations, longer follow-up periods, and more diverse student sample is warranted.

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“…Schools are better able to enhance children’s PA when they emphasise resource provision for PA within the school day, create a ‘‘culture’’ of PA, train teachers to support a positive climate for PA promotion, and ensure extracurricular PA opportunities for all children [ 17 , 19 ]. When the school day is targeted and whole school approaches are adopted, opportunities for all can be positively impacted [ 66 , 67 , 68 ]. Health promoting school initiatives have operated in NI in the past and could provide a framework for change to help tackle some of the issues presented.…”

Section: Discussionmentioning

confidence: 99%

Physical Activity, Sport and Physical Education in Northern Ireland School Children: A Cross-Sectional Study

Connolly

Carlin

Johnston

et al. 2020

IJERPH

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Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.

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Individual and School‐Level Socioeconomic Gradients in Physical Activity in Australian Schoolchildren

Abstract: School-built, policy, and resource environments are similar across different SES-level schools. Therefore, some other mechanism must be underlying the SES gradients seen in MVPA participation in Australian children.

Cited by 14 publications

References 24 publications

Influence of School‐Level Socioeconomic Status on Children's Physical Activity, Fitness, and Fundamental Movement Skill Levels

Influence of School‐Level Socioeconomic Status on Children's Physical Activity, Fitness, and Fundamental Movement Skill Levels

Health Empowers You: Impact of a School‐Based Physical Activity Program in Elementary School Students, Georgia, 2015‐2016

Physical Activity, Sport and Physical Education in Northern Ireland School Children: A Cross-Sectional Study

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