Results from Australia’s 2018 Report Card on Physical Activity for Children and Youth

Schranz, Natasha; Glennon, Vanessa; Evans, John R.; Gomersall, Sjaan R.; Hardy, Louise L.; Hesketh, Kylie; Lubans, David R.; Ridgers, Nicola D.; Straker, Leon; Stylianou, Michalis; Tomkinson, Grant R.; Vella, Stewart A.; Ziviani, Jenny; Olds, Tim

doi:10.1123/jpah.2018-0418

Cited by 41 publications

(36 citation statements)

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“…This finding was consistent with the findings reported from Brazil, Czech Republic, Ecuador, Finland, France, Guernsey, India, Lebanon, Portugal, Qatar, Spain, Uruguay, and Venezuela [27-29, 31, 32, 34-41]. It was higher than study findings of 18 participating countries [6] including the USA, Australia, Germany, Japan, and China [30,33,[42][43][44]. The possible reason might be due to the global concern of physical inactivity regardless of the income status of the country [6].…”

Section: Discussionsupporting

confidence: 91%

“…The government indicator was graded a "D" in Ethiopia. This is consistent with the grade reported from Australia, Ghana, Guernsey, India, Jersey, South Korea, and Uruguay [28,31,38,42,50,60,65]. Our finding was higher than the grade reported from China, Venezuela, Bulgaria, Ecuador, England, Germany, Nepal, Netherlands, Spain, and the USA [6,27,30,32,33,41,43,50,64,66,67].…”

Section: Discussionsupporting

confidence: 91%

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Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Abdeta¹,

Teklemariam

Deksisa

et al. 2019

Sports Med - Open

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Background: Regular physical activity is vital for children's health, well-being, and development. However, evidence is scant about physical activity indicators for children and youth in Ethiopia. This study aimed to assess physical activity indicators among children and youth in Ethiopia.Methods: This study was conducted as part of the Active Healthy Kids Global Alliance's "Global Matrix 3.0" which included 49 countries. Data were collected from December 2017 to April 2018. The country research team included different disciplines related to physical activity. Data were retrieved from pre-reviewed literature, government policy documents, and an expert interview panel. Data were analyzed using the ten physical activity indicators for children and youth. The grading system was done through a harmonized process and the standard grading rubric of the Global Matrix 3.0 study ((A = ≥ 80%, B = 60%-79%, C = 40%-59%, D = 20%-39%, F = < 20%, INC = incomplete data).Results: For the overall physical activity indicator, 28% of children and youth in Ethiopia met the recommended physical activity of 60 min per day which resulted in a "D" grade. Likewise, the school and government indicator received a "D" grade. Almost 32% of schools in Ethiopia had access to infrastructures and multipurpose spaces for physical activity including outdoor play. The government policy partially existed in the non-communicable diseases agenda but had less focus on children and youth. The active play indicator scored the highest grade of "B." About 71% of children and youth were involved in active play for at least 2 h a day before, during, and after school. About 50% of children and youth were engaging in organized sport participation, and this indicator was graded a "C." Similarly, 48% of children and youth walked to and from school as a means of active transportation resulting in a "C" for this indicator. Three indicators (sedentary behavior, family and peers, and community and environment) were graded as an "F." Approximately 8% of children and youth were living in communities and environments that did not support opportunities for physical activity. Only 13% of children and youth spent less than 2 h per day in sedentary screen time. There was no adequate information to grade the physical fitness indicator.Conclusion: This study showed that Ethiopian's children and youth have received low grades for majority of physical activity indicators. Therefore, urgent actions should be taken by the government, policymakers, researchers, and key stakeholders to address the suggested priority areas.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 91%

Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Abdeta¹,

Teklemariam

Deksisa

et al. 2019

Sports Med - Open

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“…In the Australia's 2018 Report Card, parent-report data showed that most of youth were not faced with problematic traffic in their home or school neighborhood, had access to good roads and footpaths and to public transport in their neighborhood, had a park or playground near their home, and lived in a safe neighborhood. 107 In Taiwan, where this indicator was graded "B+," 81% of 13-to 17-year olds felt that there were sufficient exercise facilities in their neighborhood, and they reported spending an average of 9.7 minutes to reach their primary exercise facilities. 108 The lack of significant correlation between this indicator and the Overall Physical Activity does not align with some of the research available on access to facilities.…”

Section: Community and Environmentmentioning

confidence: 99%

Report Card Grades on the Physical Activity of Children and Youth Comparing 30 Very High Human Development Index Countries

Aubert

Barnes

Aguilar-Farías

et al. 2018

Journal of Physical Activity and Health

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Background: To better understand the childhood physical inactivity crisis, Report Cards on physical activity of children and youth were prepared concurrently in 30 very high Human Development Index countries. The aim of this article was to present, describe, and compare the findings from these Report Cards. Methods: The Report Cards were developed using a harmonized process for data gathering, assessing, and assigning grades to 10 common physical activity indicators. Descriptive statistics were calculated after converting letter grades to interval variables, and correlational analyses between the 10 common indicators were performed using Spearman’s rank correlation coefficients. Results: A matrix of 300 grades was obtained with substantial variations within and between countries. Low grades were observed for behavioral indicators, and higher grades were observed for sources of influence indicators, indicating a disconnect between supports and desired behaviors. Conclusion: This analysis summarizes the level and context of the physical activity of children and youth among very high Human Development Index countries, and provides additional evidence that the situation regarding physical activity in children and youth is very concerning. Unless a major shift to a more active lifestyle happens soon, a high rate of noncommunicable diseases can be anticipated when this generation of children reaches adulthood.

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“…However, low levels of PA continue to be reported globally (Guthold 2019). In Australia, for example, current trends suggest that children and adolescents are not achieving the recommended levels of PA required for optimal health, with figures showing a concomitant decline in Australian children's aerobic and muscular fitness (Active Healthy Kids Australia 2018; Schranz et al 2018). In addition, low levels of mastery over movement skills (e.g., object control and locomotor skills) have been reported in girls and boys by Grade 6 (Schranz et al 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In Australia, for example, current trends suggest that children and adolescents are not achieving the recommended levels of PA required for optimal health, with figures showing a concomitant decline in Australian children's aerobic and muscular fitness (Active Healthy Kids Australia 2018; Schranz et al 2018). In addition, low levels of mastery over movement skills (e.g., object control and locomotor skills) have been reported in girls and boys by Grade 6 (Schranz et al 2018). Thus, identifying opportunities for children and adolescents to achieve the recommended 60 min of moderate-to-vigorous levels of PA each day is becoming increasingly important not only for their fitness and movement skill development, but also in the prevention of chronic disease (Aubert et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Provision of Classroom-based Physical Activity to Students in the Early Years of Primary School: A Survey of Educators

Macdonald

Milne

Pope

et al. 2020

Early Childhood Educ J

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Evidence suggests that multiple factors affect implementation of school-based physical activity interventions. This survey study examined the factors that influence the provision of classroom-based physical activity to students in the early years of primary school in Australia. A social ecological approach guided questionnaire design and analysis. A 45-item online questionnaire was administered to Australian classroom teachers and assistant, deputy and school principals working with students in Prep/Kindergarten to Year 2. Descriptive analysis determined response frequencies and content analysis was used to identify common themes in open-ended responses. The survey response rate was 22%; 34 of the 75 participants answered at least 93% of the survey questions. Barriers to providing classroom-based physical activity include: insufficient time, limited training opportunities, limited resources, educator attitudes to physical activity, and confidence. Proposed strategies to overcome barriers include the provision of training and resources to improve educator knowledge of the benefits of classroombased physical activity for children's health and learning, and to improve their confidence in delivering classroom-based physical activity. Creating a supportive school culture towards physical activity through implementation of whole-of-school physical activity policies is recommended. Overall, the results of this study suggest that multiple strategies, targeted at the individual (i.e., educator) and organisational (i.e., school) levels, may be necessary to enable Australian schools to overcome perceived barriers to providing physical activity opportunities to students in the early years of school during class time. Findings from this research elucidate how Australian schools may be best supported to implement classroom-based physical activity programs, as part of a whole-of-school approach to physical activity promotion.

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Results from Australia’s 2018 Report Card on Physical Activity for Children and Youth

Cited by 41 publications

References 1 publication

Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Assessment of Physical Activity Indicators for Children and Youth in Ethiopia: Evidence from the Global Matrix 3.0 Study (2017–2018)

Report Card Grades on the Physical Activity of Children and Youth Comparing 30 Very High Human Development Index Countries

Factors Influencing the Provision of Classroom-based Physical Activity to Students in the Early Years of Primary School: A Survey of Educators

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