Physical Activity During School in Urban Minority Kindergarten and First-Grade Students

Reznik, Marina; Wylie‐Rosett, Judith; Kim, Mimi; Ozuah, Philip O.

doi:10.1542/peds.2012-1685

Cited by 16 publications

(21 citation statements)

References 26 publications

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“…Our observation that PA was 1,296 steps greater on days with a 50-minute PE class supports previous studies of Hispanic children in the Bronx, NY with 89–99% NSLP eligibility (+724 steps/day on PE days) 20 and Hispanic and African American children in the south with approximately 75% NSLP eligibility (1,296 steps/60-min PE class). 21 Similarly, PE was shown to be the single greatest contributor (23%–25%) to in-school steps in American Indian children 22 and Hispanic and non-Hispanic girls in the Southwest.…”

Section: Discussionsupporting

confidence: 90%

Support for Physical Education as a Core Subject in Urban Elementary Schools

Castillo

Clark

Butler

et al. 2015

American Journal of Preventive Medicine

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Introduction Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. Methods This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2–5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January–April 2012) using Omron HJ-151 accelerometer–pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. Results Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. Conclusions PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals.

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Section: Discussionsupporting

confidence: 90%

Support for Physical Education as a Core Subject in Urban Elementary Schools

Castillo

Clark

Butler

et al. 2015

American Journal of Preventive Medicine

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“…Contrary to popular thinking, young children are quite inactive (Tucker, 2008). The bulk of the evidence indicates that preschool children have low levels of moderate-to-vigorous PA (MVPA) and are engaged mostly in sedentary activities whether assessed by direct observation (Pate, Mclver, Dowda, Brown, & Addy, 2008), accelerometry (Cardon & Bourdeaudhuij, 2008;Pate, Pfeiffer, Trost, Ziegler, & Dowda, 2004), or pedometry (Reznik, Wylie-Rosett, Kim, & Ozuah, 2013). There are exceptions, however, especially in structured PA settings such as during preschool physical education (PE) lessons (Van Cauwenberghe, Labarque, Gubbels, De Bourdeaudhuij, & Cardon, 2012).…”

Section: Introductionmentioning

confidence: 99%

Children’s Physical Activity and Associated Variables during Preschool Physical Education

Chow¹,

McKenzie²,

Louie³

2015

APE

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Physical activity (PA) is important for children's growth and development and for their current and future health. Schools, especially during physical education (PE), are important locations for children to accrue PA. The purpose of this study was to assess the PA levels of preschool children during structured PE lessons and to evaluate the impact of selected characteristics (e.g., lesson context, length, and location; teacher behavior; class size; activity area density). Trained observers used SOFIT (System for Observing Fitness Instruction Time) to assess 90 structured PE lessons taught by 25 different teachers. Intact classes (n = 5 to 6 and representing 3 different grade levels) in 4 selected preschools were observed on 4 days over a 4-week period. Overall, children engaged in moderate-to-vigorous physical activity (MVPA) 49.9% (SD = 15.7) of lesson time and there were differences in MVPA% among the four preschools, by lesson context, and by teacher behavior. There were no significant differences in MVPA% either between indoor (n = 69) and outdoor (n = 21) lessons or among the 3 grade levels. Even though the lessons approached the 50% MVPA guideline, the brevity of them left children far short of recommended daily amounts of PA. Future studies should investigate how preschools can increase on-campus opportunities for PA both during PE and throughout the school days.

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“…1 Urban minority children have been disproportionately affected by the obesity epidemic, with prevalence rates reaching 26% in some low-income minority communities, such as the Bronx, New York. 2 Obese children tend to become obese adults and are at high risk of obesity-related adverse outcomes. 3,4 Physical activity (PA) can lower the risk of becoming overweight and developing related diseases.…”

Section: Introductionmentioning

confidence: 99%