Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

Abstract

BackgroundThe school environment influences children’s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.MethodsFour hundred and seven children (6–11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children’s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.ResultsBoys were significantly (p < 0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p < 0.001) and very high (p < 0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p < 0.001 and p < 0.05, respectively) and vigorous (p < 0.001) physical activity than low-SES boys.ConclusionsDifferences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.

What's Physical Activity Got to Do With It? Social Trends in Less Active Students at Recess

“…Participants were instructed to wear an ActiGraph wGT3X+ triaxial accelerometer (ActiGraph Corporation, Pensacola, FL) during the entire recess period, as they have been validated for use with children . The entire data collection period lasted 3 days; this duration was determined to be in the best interests of the participating schools and their schedules and aligns with other research timelines . Accelerometers were set to 80 Hz upon initialization, and, upon downloading data to the ActiLife software, one‐second epoch lengths were used to capture the highly variable nature of children's activity during recess .…”

“…2,22 The entire data collection period lasted 3 days; this duration was determined to be in the best interests of the participating schools and their schedules and aligns with other research timelines. 12,15,16 Accelerometers were set to 80 Hz upon initialization, and, upon downloading data to the ActiLife software, one-second epoch lengths were used to capture the highly variable nature of children's activity during recess. 23 Researchers recorded the time students exited the cafeteria or classroom each day, and the time they departed recess in order to accurately capture the time period for analysis of PA. Each recess period lasted between 12 and 25 minutes, which was dependent upon the school schedule and teacher discretion.…”

Mudanças na atividade física no lazer e fatores associados em adolescentes de Pernambuco, Brasil: de 2006 a 2011

“…Girls continue to show lower prevalence of leisure-time physical activity compared to boys. The explanations for this gender difference have been explored in some studies 22,23 and seem to be mainly related to social and cultural factors. For example, girls are encouraged from childhood to become involved with less physically active recreational activities 23 .…”

Physical Activity Opportunities and Academic Outcomes of Fourth Grade Elementary School Students in Georgia

“…In 2006, less than 4% of elementary schools nationwide provided adequate opportunities like recess and physical education for students to achieve the recommended 150 minutes per week of physical activity . State policies regarding physical education and student characteristics like sex, race, and socioeconomic status (SES) affect the type of physical activity students engage in at school . Boys spend more time moderate‐to‐vigorous in physical activity at school than girls .…”

“…State policies regarding physical education and student characteristics like sex, race, and socioeconomic status (SES) affect the type of physical activity students engage in at school . Boys spend more time moderate‐to‐vigorous in physical activity at school than girls . White children are generally more physically active at school compared to Hispanic or Black children .…”