Results From South Korea’s 2016 Report Card on Physical Activity for Children and Youth

Song, YoonJu; Yang, Hyuk In; Lee, Eun Young; Yu, Mi Seong; Kang, Min Jae; Kang, Hyun Joo; Song, Wook; Kim, Yeon Soo; Park, Hyon; Lee, Han-Joo; Suh, Sang Hoon; Spence, John C.; Jeon, Justin Y.

doi:10.1123/jpah.2016-0402

Cited by 21 publications

(19 citation statements)

References 17 publications

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“…Low levels of PA have been marked among children and adolescents in Asia. For example, one Japanese study using accelerometers found that children spent over 50% of wear-time on SED per day, whereas the percentage of MVPA time was 7.9% [ 14 ], which was similar to one Korean study [ 15 ]. China, the biggest country in Asia, has suffered the burden of young people’s insufficient PA and excessive SED over the past decades [ 16 ], which has aroused the concerns of policy-makers [ 17 , 18 ].…”

Section: Introductionsupporting

confidence: 61%

Co-existence of physical activity and sedentary behavior among children and adolescents in Shanghai, China: do gender and age matter?

et al. 2018

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BackgroundThere is limited evidence for the prevalence of the co-existence of physical activity (PA) and sedentary behavior (SED), and its correlates among children and adolescents. This study has two aims: 1) to investigate the prevalence of PA and SED, and their co-existence, and 2) to examine the associations between PA or SED, or both with gender and age among children and adolescents in Shanghai, China.MethodsUsing a cross-sectional study design (conducted from September to December 2014), 50,090 children and adolescents (10–18 years old, 50.4% boys) were included in this study. A self-reporting questionnaire was used to measure participants’ sociodemographic characteristics, PA, and SED. Descriptive statistics were used to describe sample characteristics, the prevalence of PA and SED, and their co-existence. A Generalized Linear Model was conducted to explore the associations between the prevalence of PA and SED, and their co-existence with gender and age separately.ResultsOf the children and adolescents studied, only 18.4% met the guidelines for PA, 25.5% met the guidelines for SED, and 5.7% met the guidelines for both. Boys were more physically active (aOR = 1.43, 95% CI: 1.36–1.50), and girls were less sedentary (aOR = 1.29, 95%CI: 1.24–1.34). The prevalence of PA, SED, or both all declined as age increased (p < 0.001). Stratified analysis by gender revealed greater declining trends of meeting the PA or SED guidelines, or both in girls (all p < 0.005).ConclusionVery few children and adolescents showed active lifestyles, and this was significantly related to age. Effective interventions aiming to promote PA and concurrently to limited SED among children and adolescents should be implemented as early as possible.

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Section: Introductionsupporting

confidence: 61%

Co-existence of physical activity and sedentary behavior among children and adolescents in Shanghai, China: do gender and age matter?

et al. 2018

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“…94 Similarly, 2 consecutive Report Cards from South Korea highlighted that the emphasis on important subjects (eg, math, science) for university admission overrides the importance of physical activity in the Korean education system. 95,96 Although the new 2018 Korean national curriculum requires schools to provide mandatory physical education, it is regarded as a minor subject and, with progressing school grades, it is devalued and neglected. 97 Evidence showed that adding more time to academic or curricular subjects by taking time away from physical education programs was found not to enhance academic achievement in the corresponding academic subjects and to be potentially detrimental to health.…”

Section: Schoolmentioning

confidence: 99%

Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries

Aubert¹,

Barnes²,

Abdeta

et al. 2018

Journal of Physical Activity and Health

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601

600

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Background: Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5–17 y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Methods: Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations’ human development index (HDI) classification (low or medium, high, and very high HDI). Results: A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of “C-,” “D+,” and “C-” was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. Conclusions: The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed.

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“…This approach attempted to identify the current and most favored measurement approaches for each recognized component of physical literacy, competence, confidence, motivation, and knowledge, but has been criticized for treating them as quite separate, and still providing a disproportional focus on physical and motor competence. Some national ‘Report Cards on Physical Activity in Children and Youth’ have acknowledged physical literacy as an indicator, however, some countries have expressed that data on physical literacy are ‘insufficient’ to provide an overall grade [ 50 , 51 ].…”

Section: Introductionmentioning

confidence: 99%

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

et al. 2017

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BackgroundThe concept of physical literacy has received increased research and international attention recently. Where intervention programs and empirical research are gaining momentum, their operationalizations differ significantly.ObjectiveThe objective of this study was to inform practice in the measure/assessment of physical literacy via a systematic review of research that has assessed physical literacy (up to 14 June, 2017).MethodsFive databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols guidelines, with 32 published articles meeting the inclusion criteria. English-language, peer-reviewed published papers containing empirical studies of physical literacy were analyzed using inductive thematic analysis.ResultsQualitative methods included: (1) interviews; (2) open-ended questionnaires; (3) reflective diaries; (4) focus groups; (5) participant observations; and (6) visual methods. Quantitative methods included: (1) monitoring devices (e.g., accelerometers); (2) observations (e.g., of physical activity or motor proficiency); (3) psychometrics (e.g., enjoyment, self-perceptions); (4) performance measures (e.g., exergaming, objective times/distances); (5) anthropometric measurements; and (6) one compound measure. Of the measures that made an explicit distinction: 22 (61%) examined the physical domain, eight (22%) the affective domain; five (14%) the cognitive domain; and one (3%) combined three domains (physical, affective, and cognitive) of physical literacy. Researchers tended to declare their philosophical standpoint significantly more in qualitative research compared with quantitative research.ConclusionsCurrent research adopts diverse often incompatible methodologies in measuring/assessing physical literacy. Our analysis revealed that by adopting simplistic and linear methods, physical literacy cannot be measured/assessed in a traditional/conventional sense. Therefore, we recommend that researchers are more creative in developing integrated philosophically aligned approaches to measuring/assessing physical literacy. Future research should consider the most recent developments in the field of physical literacy for policy formation.Electronic supplementary materialThe online version of this article (10.1007/s40279-017-0817-9) contains supplementary material, which is available to authorized users.

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Results From South Korea’s 2016 Report Card on Physical Activity for Children and Youth

Cited by 21 publications

References 17 publications

Co-existence of physical activity and sedentary behavior among children and adolescents in Shanghai, China: do gender and age matter?

Co-existence of physical activity and sedentary behavior among children and adolescents in Shanghai, China: do gender and age matter?

Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

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