Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth

Poitras, Veronica J.; Gray, Casey; Borghese, Michael M.; Carson, Valerie; Chaput, Jean‐Philippe; Janssen, Ian; Katzmarzyk, Peter T.; Pate, Russell R.; Gorber, Sarah Connor; Kho, Michelle E.; Sampson, Margaret; Tremblay, Mark S.

doi:10.1139/apnm-2015-0663

Cited by 1,551 publications

(1,471 citation statements)

References 185 publications

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“…The health benefits of regular physical activity (PA) for young people are well-documented (Janssen & LeBlanc, 2010; Poitras et al, 2016), yet an estimated 80% of adolescents aged 13–15 years worldwide fail to reach minimum PA guidelines of 60 minutes of moderate-to-vigorous PA (MVPA) per day (Hallal et al, 2012). Girls are consistently identified as less active than boys (Currie et al, 2015; Hallal et al, 2012), with an estimated 95% of adolescent girls aged 13–15 years worldwide failing to reach minimum PA guidelines (Hallal et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

A grounded theory of how social support influences physical activity in adolescent girls

Laird

Fawkner

Niven

2018

International Journal of Qualitative Studies on Health and Well

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Purpose: Adolescent girls are not sufficiently active to achieve health benefits. Social support from friends and family has been positively associated with physical activity in adolescent girls; however it is unclear how social support influences physical activity behaviour. This study aimed to develop a grounded theory of how social support influences physical activity in adolescent girls. Methods: A qualitative, constructivist grounded theory approach was adopted. Individual interviews explored adolescent girls’ perspectives of how significant others’ influenced their physical activity through providing social support, and through modelling physical activity. Results: Participants perceived social support to influence physical activity behaviour through performance improvements, self-efficacy, enjoyment, motivation and by enabling physical activity. Improvements in performance and self-efficacy were also linked to motivation to be active. Girls perceived modelling to influence behaviour through providing opportunities for them to be physically active, and by inspiring them to be active. Conclusion: The grounded theory outlines adolescent girls’ perceptions of how significant others influence their physical activity and provides a framework for future research examining the role of social support on physical activity.

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Section: Introductionmentioning

confidence: 99%

A grounded theory of how social support influences physical activity in adolescent girls

Laird

Fawkner

Niven

2018

International Journal of Qualitative Studies on Health and Well

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“…Physical activity in childhood and adolescence is associated with improved physical and psychological health (Poitras et al, 2016). As both physical activity and obesity commonly track from childhood into adulthood (Telama et al, 2005), establishing strong habits for engaging regularly in physical activity during childhood and adolescence is vital to the prevention of obesity and chronic diseases such as diabetes and heart disease.…”

Section: Introductionmentioning

confidence: 99%

After-School Physical Activity Interventions on Child and Adolescent Physical Activity and Health: A Review of Reviews

Demetriou¹,

Gillison²,

McKenzie³

2017

APE

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Schools are a critical setting for children to accrue recommended levels of physical activity, and after-school programmes are suggested to supplement existing programmes such as physical education. This review of reviews provides a comprehensive picture of the effects of after-school physical activity programmes on student physical activity and health. We completed a literature search of electronic databases and identified six existing systematic reviews and meta-analyses of the effects of after-school programmes on child and adolescent physical activity and health. We compared these reviews on numerous factors, including the databases searched, aims, outcome variables, physical activity measures, inclusion criteria, and quality of original studies. Our review of reviews identified considerable differences among the published reviews in the number and type of studies included, and in the conclusions drawn. In general, the reviews identified better outcomes when conducting the programmes in school rather than community settings, providing sessions on two or more days a week, and ensuring high programme attendance rates. Subgroup analyses indicated that girls were more receptive than boys to intervention programmes that promoted weight control. Additionally, there were some benefits for increasing physical activity levels among overweight youth and boys. This review of reviews suggests there is currently only modest support of the benefits of after-school programmes on child and adolescent physical activity levels and body composition. Many questions remain unanswered, and there is further need to design, implement, and assess quality after-school interventions that target physical activity in diverse settings.

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“…In children and adolescents, adiposity, cardiovascular biomarkers, bone health, physical fitness, quality of life, motor skills development, and psychological distress have been associated with physical activity (PA), measured either in terms of minutes dedicated to total, light, moderate, and vigorous intensities [1][2][3][4] or sedentary time. 1,5,6 Current Spanish PA guidelines recommend that children and youth should accumulate at least 60 minutes of moderate-tovigorous PA (MVPA) daily and reduce screen time to no more than 2 hours daily.…”

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confidence: 99%

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

Roman-Viñas¹,

Marín²,

Sánchez‐López³

et al. 2016

Journal of Physical Activity and Health

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Background:The first Active Healthy Kids Spanish Report Card aims to gather the most robust information about physical activity (PA) and sedentary behavior of children and adolescents. Methods: A Research Working Group of experts on PA and sport sciences was convened. A comprehensive data search, based on a review of the literature, dissertations, gray literature, and experts' nonpublished data, was conducted to identify the best sources to grade each indicator following the procedures and methodology outlined by the Active Healthy Kids Canada Report Card model. Results: Overall PA (based on objective and self-reported methods) was graded as D-, Organized Sports Participation as B, Active Play as C+, Active Transportation as C, Sedentary Behavior as D, School as C, and Family and Peers as Incomplete, Community and the Built Environment as Incomplete, and Government as Incomplete. Conclusions: Spanish children and adolescents showed low levels of adherence to PA and sedentary behavior guidelines, especially females and adolescents. There is a need to achieve consensus and harmonize methods to evaluate PA and sedentary behavior to monitor changes over time and to evaluate the effectiveness of policies to promote PA.

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Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth

Cited by 1,551 publications

References 185 publications

A grounded theory of how social support influences physical activity in adolescent girls

A grounded theory of how social support influences physical activity in adolescent girls

After-School Physical Activity Interventions on Child and Adolescent Physical Activity and Health: A Review of Reviews

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

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