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Correlates of compliance with recommended levels of physical activity in children
The purpose of this study was to describe children’s daily compliance with moderate-to-vigorous physical activity (MVPA) recommendations across a week in different parts of the world, and to identify individual- and school-level correlates that may explain differences in daily MVPA compliance. The s...
Autores principales: | , , , , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5705644/ https://www.ncbi.nlm.nih.gov/pubmed/29184164 http://dx.doi.org/10.1038/s41598-017-16525-9 |
Sumario: | The purpose of this study was to describe children’s daily compliance with moderate-to-vigorous physical activity (MVPA) recommendations across a week in different parts of the world, and to identify individual- and school-level correlates that may explain differences in daily MVPA compliance. The sample included 6553 children aged 9–11 years from 12 countries, and multilevel statistical analyses were used, including both child- and school-level variables. Most children did not comply with the MVPA guidelines on a daily basis: Chinese children complied the least, whereas Finnish, Australian, Colombian, UK, and Kenyan children complied the most. Boys (rate ratio [RR] = 1.47) and children with higher unhealthy diet scores (RR = 1.08) complied more, but overweight/obese children (RR = 0.81), earlier maturing children (RR = 0.93), and those who spent more time in screen activities (RR = 0.98) and sleeping (RR = 0.96) had the lowest compliance. At the school level, children with access to playground or sport equipment (RR = 0.88, for both) tended to comply less, whereas those with access to a gymnasium outside the school hours complied more with the MVPA guidelines (RR = 1.14). Significant between-country differences in children’s daily MVPA compliance were observed, reflecting not only site characteristics, but also the importance of individual traits and local school contexts. |
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