Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

McDonald, Samantha; Dowda, Marsha; Colabianchi, Natalie; Porter, Dwayne E.; Dishman, Rodney K.; Pate, Russell R.

doi:10.1123/pes.2014-0139

Cited by 5 publications

(10 citation statements)

References 56 publications

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“…Associations of low magnitude were observed between time spent outside and child-reported “active parents” and “intangible parental support” confirming findings from a study conducted in the US that parental support was associated with child outdoor PA [17]. Interestingly, all derived factors relating to friend support were significantly associated with time spent outside, with “general friend support” having the highest association observed in our study.…”

Section: Discussionsupporting

confidence: 86%

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Associations between Parental and Friend Social Support and Children’s Physical Activity and Time Spent outside Playing

Loucaides

Tsangaridou

2017

International Journal of Pediatrics

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The purpose of this study was to examine the structural validity of a parent and a child questionnaire that assessed parental and friends' influences on children's physical activity and investigate the associations between the derived factors, physical activity, and time spent outside. Children (N = 154, mean age = 11.7) and 144 of their parents completed questionnaires assessing parental and friends' influences on children's physical activity. Children wore a pedometer for six days. Exploratory factor analyses revealed four factors for the parental and five for the child's questionnaire that explained 66.71% and 63.85% of the variance, respectively. Five factors were significantly associated with physical activity and five significantly associated with time spent outside. Higher correlations were revealed between “general friend support,” “friends' activity norms,” and physical activity (r = 0.343 and 0.333 resp., p < 0.001) and between “general friend support” and time spent outside (r = 0.460, p < 0.001). Obtaining information relating to parental and friends' influences on physical activity from both parents and children may provide a more complete picture of influences. Parents and friends seem to influence children's physical activity behavior and time spent outside, but friends' influences may have a stronger impact on children's behaviors.

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Section: Discussionsupporting

confidence: 86%

“…Studies have also examined parental effects on children's time spent outside. Social support by parents [ 17 ] and parental encouragement [ 18 ] have been found to be associated with time spent outside. A limitation of these studies is that they did not examine the association between friends' influences on time spent outside.…”

Section: Introductionmentioning

confidence: 99%

Associations between Parental and Friend Social Support and Children’s Physical Activity and Time Spent outside Playing

Loucaides

Tsangaridou

2017

International Journal of Pediatrics

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“…The study quality was rated high in 11 [27,48,56,57,58,63,64,65,66,67,69] and fair in 10 [5,23,26,55,59,60,61,62,68,70] studies. The more detailed quality assessment for each study is presented in the Supplementary material Table S3.…”

Section: Resultsmentioning

confidence: 99%

“…The majority of studies used parental report questionnaires. Two studies [57,65] measured children’s self-reported outdoor play via questionnaires, while only one study measured outdoor play by using both self and proxy reports [48]. Moreover, outdoor play was measured by focusing on different aspects.…”

Section: Discussionmentioning

confidence: 99%

Parental Correlates of Outdoor Play in Boys and Girls Aged 0 to 12—A Systematic Review

Boxberger

Reimers

2019

IJERPH

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Outdoor play is one major source of physical activity (PA) in children. In particular, parents act as gatekeepers, because they can enable their children’s outdoor play. This systematic review aims to provide an overview of parental correlates of outdoor play. A systematic literature research of six electronic databases (ERIC, PsycARTICLES, PsycINFO, PubMed/Medline, SCOPUS, and Web of Science Core Collection) was conducted with previously defined search terms, focusing on children 0–12 years old. In total, 1719 potentially publications were screened based on eligibility criteria. Included studies were scored for overall study quality. Findings were summarized using a semi-quantitative method. Twenty-one peer-reviewed publications which examined the relationship of parental correlates and outdoor play were included. Overall, five parental correlates were associated with children’s amount of outdoor play: mothers’ ethnicity, mothers’ employment status, parents’ education level, the importance parents assign to outdoor play, and perceived social cohesion in the neighborhood. Merely four studies reported sex/gender-stratified results. In summary, only parents’ encouragement/support provided evidence for girls’ amount of outdoor play. The findings are considered to be of public health relevance for developing intervention programs to increase outdoor play and for improving child’s health. More research, especially considering sex/gender of the child, is required.

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“…Three items were used to assess parent’s perception of their child’s neighborhood safety; these items were validated in a previous study 28 and more information has been previously published. 30 Additionally, parents reported the number of sports/physically active lessons in the past year that the child participated in and the number of screen devices (i.e., TV, computer, game console) in the child’s bedroom. A 14-item home physical activity resource checklist adopted from a previous study 29 was used to provide information about number of physical activity resources at home or in the yard.…”

Section: Methodsmentioning

confidence: 99%

Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

et al. 2016

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Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines.

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Perceptions of the Neighborhood Environment and Children’s Afterschool Moderate-to-Vigorous Physical Activity

Cited by 5 publications

References 56 publications

Associations between Parental and Friend Social Support and Children’s Physical Activity and Time Spent outside Playing

Associations between Parental and Friend Social Support and Children’s Physical Activity and Time Spent outside Playing

Parental Correlates of Outdoor Play in Boys and Girls Aged 0 to 12—A Systematic Review

Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

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