Results from the Hong Kong's 2018 report card on physical activity for children and youth

Huang, Wendy Yajun; Wong, Seng Kai; Sit, Cindy H.P.; Wong, Martin C.S.; Sum, Raymond Kim Wai; Wong, Sam W.S.; Yu, Jane Jie

doi:10.1016/j.jesf.2018.10.003

Cited by 46 publications

(41 citation statements)

References 25 publications

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“…The results of the study pointed out that peer group educational intervention increased students' physical activity, while education through lectures did not show a significant effect on the promotion of students' physical activity. Consistent with previously conducted studies, one of the main findings of the present study was the low level of physical activity among the students at the commencement of the study (24)(25)(26).…”

Section: Discussionsupporting

confidence: 91%

the Effect of two educational methods of lecturing and peer group on physical activity among 12-15-year-old students in health promoting schools

2020

ircmj

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Background: Attention to the increase of students’ physical activity is one of the goals of Healthy People 2020. The aim of this study was to determine the effect of education on the students’ physical activity by using two methods of lecturing and the peer group. Methods: In this quasi-experimental study, 142 female students (aged 12-15) were randomly selected and divided into two groups: lecture (n=71) and peer group (n=71). Two physical activity questionnaires; the Physical Activity Questionnaire for older Children (PAQ-C) and the International Physical Activity Questionnaire-Short Form (IPAC-Short Form), were filled out by the students in two phases, before educational intervention and eight weeks later. Data were analyzed by SPSS version 20 using the parametric (independent and paired sample t-tests) and non-parametric tests (Man Whitney U and Wilcoxon Signed-Ranked tests). Results: The results of the study showed that the hypothesis: “the effect of the educational intervention program using two methods of lecture and education in the peer group is different on the physical activity of students” was accepted. In both groups, the level of physical activity was low in the beginning of the study. However, eight weeks after the educational intervention program, a significant increase was observed in the physical activity of students in the peer group, in comparison to the students in the lecture group using both questionnaires; i.e. PAQ-C (p<0.001) and IPAQ-Short Form (p<0.001). Also, measurement by two questionnaires showed that the number of students with low physical activity in the peer group declined (p=0.001), and the number of those with moderate physical activity was notably added (p<0.01). Conclusions: Dynamism in the peer group causes sustainable learning in the domain of psychomotor skills. Therefore, this active teaching method can be developed in schools for increasing learning motivation of students in health programs by school or community health nurses.

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Section: Discussionsupporting

confidence: 91%

the Effect of two educational methods of lecturing and peer group on physical activity among 12-15-year-old students in health promoting schools

2020

ircmj

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“…The recent Hong Kong 2018 report card on PA for children and youth [28] concluded that children’s low MVPA and high ST were likely affected by their immediate environment, including schools. Having access to activity-enhancing indoor facilities would be advantageous to children with disabilities, especially during summer.…”

Section: Discussionmentioning

confidence: 99%

Accelerometer-Assessed Physical Activity and Sedentary Time at School for Children with Disabilities: Seasonal Variation

Sit

Huang

et al. 2019

IJERPH

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Schools are salient locations for children with disabilities to accrue physical activity (PA) and to diminish sedentary time (ST). We examined seasonal variation in accelerometer-assessed PA and ST among children with disabilities during the school day in three school settings (physical education (PE) lessons, recess and lunchtime). Children (n = 270) from 13 special schools for those with five disability types (visual impairments, hearing impairments, physical disabilities, intellectual disabilities (ID), and social development problems) participated. Their PA and ST were assessed during three winter and three summer school days using accelerometry. Linear mixed models were performed to determine seasonal variation in the proportion of time they spent in moderate-to-vigorous physical activity (MVPA) and ST in the three settings. On average, the children spent 4.5% (18.6 min) and 4.0% (15.6 min) in MVPA at school during winter and summer days, respectively. They were more physically active during winter (especially during recess and lunchtime), but there were no seasonal differences for ST. Thus, children’s year-round engagement in PA needs to be promoted, especially during summer.

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“…Studies have documented consistent findings in low level of PA among children and youth. 1 , 2 , 3 , 4 , 5 , 6 Four out of five young people worldwide do not meet the recommended PA level of 60 min daily as it is recommended by WHO. 2 , 3 , 7 , 8 , 9 The pandemic of physical inactivity has urged the government of many nations to call up an action by joining a global movement called The Global Matrix Report Card (RC) initiated by Active Healthy Kids Global Alliance (AHKGA).…”

Section: Introductionmentioning

confidence: 99%

Physical activity level of Thai children and youth: Evidence from Thailand’s 2018 report card on physical activity for children and youth

Katewongsa

Pongpradit

Widyastari

2021

Journal of Exercise Science & Fitness

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Background While enabling and supporting factors have been in place to facilitate the pupils to be more active, only a fourth of Thai children have met the WHO recommendation. Objective This study aims to present the physical activity (PA) level of Thai children and youth, based on the indicators established by Active Health Kids Global Alliance’s Report Card (RC). Methods The 2016 Thailand RC Survey and the 2015–2017 Thailand’s Surveillance on Physical Activity (SPA) were employed for the analysis. PA of Thai children aged 6–17 years old was assessed in 9 aspects 1) Overall PA, 2) Organized Sports and PA, 3) Active Play, 4) Active Transportation, 5) Sedentary Behavior, 6) Family and Peers, 7) School, 8) Community and Environment, and 9) Government. Results Only 26.2% of Thai children and youth met the recommended level of 60 min MVPA. Boys are generally more active compared to girls in all age groups (34.9% versus 16.3%, respectively). Almost half had participated in organized sports and/or PA program, but only 8.7% of Thai children and youth engaged in unstructured/unorganized active play. The settings and source of influence indicators achieved better grades, shown by 71.0% of family members (e.g., parents, guardians) facilitated PA and sports opportunities for their children. Conclusion Although schools’ facilities are available, Thai curriculum provides less opportunity for the children to move during classes and have enough playing time during recess. As there is no standardized guidance for PA in Thai schools, Thailand needs to promote a unified PA in order to improve PA and to reduce recreational screen time of children and youth.

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Results from the Hong Kong's 2018 report card on physical activity for children and youth

Cited by 46 publications

References 25 publications

the Effect of two educational methods of lecturing and peer group on physical activity among 12-15-year-old students in health promoting schools

the Effect of two educational methods of lecturing and peer group on physical activity among 12-15-year-old students in health promoting schools

Accelerometer-Assessed Physical Activity and Sedentary Time at School for Children with Disabilities: Seasonal Variation

Physical activity level of Thai children and youth: Evidence from Thailand’s 2018 report card on physical activity for children and youth

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