Simple Method for the Objective Activity Type Assessment with Preschoolers, Children and Adolescents

Brønd, Jan Christian; Grøntved, Anders; Andersen, Lars Bo; Arvidsson, Daniel; Olesen, Line Grønholt

doi:10.3390/children7070072

Cited by 23 publications

(33 citation statements)

References 31 publications

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“…A final strength is the use of device-based instruments to objectively measure sitting time, the time spent sitting in bouts of at least 30 min and sleep duration. Moreover, we used a thigh-worn accelerometer, which is more accurate to estimate people’s sedentary time compared to a hip-worn accelerometer [ 25 ]. However, the disadvantage is that there is no information on the specific sedentary activities performed, suggesting future research should combine different measurement methods.…”

Section: Discussionmentioning

confidence: 99%

“…time spent in a sitting position) might lead to mistakenly including standing [ 23 , 24 ]. To more accurately assess sedentary time, it is highly recommended to use thigh-worn accelerometers [ 25 ]. Finally, no accelerometer-based studies among adolescents have examined the bidirectional association between prolonged sedentary time and sleep, although it is important to see whether the relation with sleep duration is different (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Bidirectional associations between sedentary time and sleep duration among 12- to 14-year-old adolescents

et al. 2021

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Background The aim of this study was to investigate bidirectional associations between (prolonged) sitting time and sleep duration in 12- to 14-year-old adolescents using a between-subjects and within-subjects analyses approach. Methods Observational data were used from 108 adolescents (53% girls; mean age 12.9 (SD 0.7) years) from six schools in Flanders, Belgium. The Axivity AX3 triaxial accelerometer, worn on the thigh, was used to assess daily total sitting time and daily time spent in sedentary bouts of ≥30 min (as a proxy for prolonged sitting time). The Fitbit Charge 3 was used to assess nightly sleep duration. Both monitors were worn on schooldays only (ranging from 4 to 5 days). Linear mixed models were conducted to analyse the associations, resulting in four models. In each model, the independent variable (sleep duration, sitting time or prolonged sitting time) was included as within- as well as between-subjects factor. Results Within-subjects analyses showed that when the adolescents sat more and when the adolescents spent more time sitting in bouts of ≥30 min than they usually did on a given day, they slept less during the following night (p = 0.01 and p = 0.05 (borderline significant), respectively). These associations were not significant in the other direction. Between-subjects analyses showed that adolescents who slept more on average, spent less time sitting (p = 0.006) and less time sitting in bouts of ≥30 min (p = 0.004) compared with adolescents who slept less on average. Conversely, adolescents who spent more time sitting on average and adolescents who spent more time sitting in bouts of ≥30 min on average, slept less (p = 0.02 and p = 0.003, respectively). Conclusions Based on the between-subjects analyses, interventions focusing on reducing or regularly breaking up sitting time could improve adolescents’ sleep duration on a population level, and vice versa. However, the within-subjects association was only found in one direction and suggests that to sleep sufficiently during the night, adolescents might limit and regularly break up their sitting time the preceding day. Trial registration Data have been used from our trial registered at ClinicalTrials.gov (NCT04327414; registered on March 11, 2020).

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bidirectional associations between sedentary time and sleep duration among 12- to 14-year-old adolescents

et al. 2021

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“…Descriptive statistics were produced for the accelerometer data in order to gather information on the number of students who on average reached 45 minutes of daily PA. Students with non-wear or with less than one valid school day were excluded from the analysis. The activity types were analyzed in intervals of two seconds duration [8]. On this basis, PA was de ned as the sum of the activity types stand with movement, walking, and running.…”

Section: Discussionmentioning

confidence: 99%

“…In the present study PA was de ned as standing with movement, walking, and running. The de nition was based on recently research, identifying sitting, standing, walking, running, and biking using accelerometers [8]. A more detailed effect evaluation of the PHASAR study is described elsewhere [46].…”

Section: Effectivenessmentioning

confidence: 99%

Physical activity in the classroom: Using RE-AIM to evaluate a national school reform – a mixed methods study

Koch

Pawlowski

Skovgaard

et al. 2021

Preprint

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Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 minutes of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within curriculum at ten Danish schools. Methods A complementary mixed methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 11 representative school were invited to participate, including 993 students, 131 teachers, and 11 school managers. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire and school managers were encouraged to take part in a semi-structured interview. Results A total of 10 schools were included in the analysis, including 846 students, 76 teachers, and 10 school managers. Results showed that, on average, 45.2% of the students were active at least 45 minutes daily within curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within timetables and collaborations with external parties were found to influence the implementation dimension. Finally, internal coordination, motivated school staff, and school management priority were identified as centrals factors for maintenance. Conclusions This study provides an evaluation on a national physical activity requirement in Danish public schools. When introcuding a wide-ranging national requirement on physical activity within curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes, in order to ensure motivation and local ownership. The study also highlight the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

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“…In the study by Skotte et al, a very high sensitivity and specificity was demonstrated with the identification of several PA behaviours [ 32 ]. The method has been evaluated with children aged five to 16 years, and the results from the study demonstrate similar sensitivity and specificity as with adults [ 33 ].…”

Section: Methodsmentioning

confidence: 99%

Resemblance in accelerometer-assessed physical activity in families with children: the Lolland-Falster Health Study

Petersen

Brønd

Kristensen

et al. 2020

Int J Behav Nutr Phys Act

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Background Evidence of intra-family resemblance in physical activity (PA) is lacking. The association between parent and child PA appears weak, the influence of age and gender on this association is uncertain, and no studies have investigated the degree of resemblance in family members’ PA behaviours such as walking, sitting/lying, and biking. Thus, the aims of the study were to examine the degree of resemblance in PA within families, specifically between parents and children, and to explore the size of resemblance across age of children, gender of parents and children, and intensity and type of PA. Method The study is a cross-sectional analysis of a subsample (902 parents and 935 children nested within 605 families) of the Danish population study Lolland-Falster Health Study. PA was measured using a dual-accelerometer system (Axivity AX3) with subsequent processing of time spent in light PA (LPA), moderate-to-vigorous PA (MVPA), and vigorous PA and classification of PA behaviour types. Families with at least one son/daughter aged 0–22 years and one parent providing minimum 4 days of valid accelerometer data were included in the analysis. A linear mixed model regression analysis was used to determine the intraclass correlation coefficient (ICC) of clustering among family members for PA intensities and PA behaviours, adjusted for sex, age, parental education, and the interaction between sex and age. Results In the analysis of within-family variation in PA, the ICCs across PA intensities and PA behaviours ranged from 0.06 to 0.34. We found stronger clustering in family members’ PA for LPA and behaviours requiring low energy expenditure (LPA: ICC 0.22 (95% confidence interval (CI) 0.17; 0.28), sitting/lying: ICC 0.34 (95% CI 0.28; 0.40)), and walking: ICC 0.24 (95% CI 0.19; 0.30) than for higher intensities (e.g. MVPA: ICC 0.07 (95% CI 0.03; 0.14)). The ICC for biking was 0.23 (95% CI 0.18; 0.29). Analyses on parent-child dyads gave similar results. No interaction effects for gender and age (except for biking) were found. Conclusion Parents and children’s time spent in PA behaviours requiring low energy expenditure had moderate resemblance within families, whereas engagement in PA with higher intensities showed small or close-to-zero resemblance.

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Simple Method for the Objective Activity Type Assessment with Preschoolers, Children and Adolescents

Cited by 23 publications

References 31 publications

Bidirectional associations between sedentary time and sleep duration among 12- to 14-year-old adolescents

Bidirectional associations between sedentary time and sleep duration among 12- to 14-year-old adolescents

Physical activity in the classroom: Using RE-AIM to evaluate a national school reform – a mixed methods study

Resemblance in accelerometer-assessed physical activity in families with children: the Lolland-Falster Health Study

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