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Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood

BACKGROUND: The growth and development that occurs in early childhood has long-term implications, therefore understanding the relevant determinants is needed to inform early prevention and intervention. The objectives of the study were to examine: 1) the longitudinal associations of physical activit...

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Autores principales: Carson, Valerie, Lee, Eun-Young, Hesketh, Kylie D., Hunter, Stephen, Kuzik, Nicholas, Predy, Madison, Rhodes, Ryan E., Rinaldi, Christina M., Spence, John C., Hinkley, Trina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6323658/
https://www.ncbi.nlm.nih.gov/pubmed/30616565
http://dx.doi.org/10.1186/s12889-018-6381-x
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author Carson, Valerie
Lee, Eun-Young
Hesketh, Kylie D.
Hunter, Stephen
Kuzik, Nicholas
Predy, Madison
Rhodes, Ryan E.
Rinaldi, Christina M.
Spence, John C.
Hinkley, Trina
author_facet Carson, Valerie
Lee, Eun-Young
Hesketh, Kylie D.
Hunter, Stephen
Kuzik, Nicholas
Predy, Madison
Rhodes, Ryan E.
Rinaldi, Christina M.
Spence, John C.
Hinkley, Trina
author_sort Carson, Valerie
collection PubMed
description BACKGROUND: The growth and development that occurs in early childhood has long-term implications, therefore understanding the relevant determinants is needed to inform early prevention and intervention. The objectives of the study were to examine: 1) the longitudinal associations of physical activity and sedentary behavior with social skills and 2) how physical activity and sedentary behavior track over three time-points. METHODS: Participants were from the Parents’ Role in Establishing healthy Physical activity and Sedentary behavior habits (PREPS) project. A total of 251 eligible toddlers and their parents participated at baseline in 2014/15 (time 1; 1.6 ± 0.2 years) and a sub-sample participated at 1-year (time 2; n = 79; 2.7 ± 0.3 years) and 2-year (time 3; n = 77; 3.7 ± 0.4 years) follow-ups. Sedentary time (≤25 counts/15 s), light-intensity physical activity (LPA; 26–419 counts/15 s), and moderate- to vigorous-intensity physical activity (MVPA; ≥420/15 s) were objectively measured with wGT3X-BT ActiGraph accelerometers, and standardized for wear time. Parents reported their children’s screen time (television/video, video/computer games) at all three time-points. Parents also reported on children’s social skills using the Adaptive Social Behavior Inventory (ASBI) at time-points 2 and 3, and comply (e.g., cooperates; 10 items), express (e.g., joins play; 13 items), and disrupt (e.g., teases; 7 items) subscales were created by summing items. Generalized estimating equations (GEE) were conducted to address objective one. Tracking coefficients (low: β1 < 0.30; moderate: β1 = 0.30–0.59; moderate-high: β1 = 0.60-0.90; high: β1 > 0.9) were conducted using GEE to address objective two. RESULTS: Across the study, screen time was negatively associated with express (b = − 0.068, 95%CI: -0.114, − 0.023) and comply (b = − 0.056; 95%CI: -0.094, − 0.018) scores and positively associated with disrupt scores (b = 0.004; 95% CI: 0.001, 0.006). Findings were similar for television/videos but less consistent for video/computer games. No associations were observed for physical activity. Screen time significantly tracked at moderate-high levels (β(1) = 0.63; 95% CI: 0.45, 0.81), while all other behaviors tracked at moderate levels (β(1) = 0.35–0.49; p < 0.01) over the three time-points. CONCLUSIONS: Screen time was unfavorably associated with social skills across early childhood. Furthermore, all behaviors tracked at moderate to moderate-high levels from toddler to preschool ages. Therefore, promoting healthy physical activity and sedentary behavior patterns early in life, especially for screen time, may be important.
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spelling pubmed-63236582019-01-10 Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood Carson, Valerie Lee, Eun-Young Hesketh, Kylie D. Hunter, Stephen Kuzik, Nicholas Predy, Madison Rhodes, Ryan E. Rinaldi, Christina M. Spence, John C. Hinkley, Trina BMC Public Health Research Article BACKGROUND: The growth and development that occurs in early childhood has long-term implications, therefore understanding the relevant determinants is needed to inform early prevention and intervention. The objectives of the study were to examine: 1) the longitudinal associations of physical activity and sedentary behavior with social skills and 2) how physical activity and sedentary behavior track over three time-points. METHODS: Participants were from the Parents’ Role in Establishing healthy Physical activity and Sedentary behavior habits (PREPS) project. A total of 251 eligible toddlers and their parents participated at baseline in 2014/15 (time 1; 1.6 ± 0.2 years) and a sub-sample participated at 1-year (time 2; n = 79; 2.7 ± 0.3 years) and 2-year (time 3; n = 77; 3.7 ± 0.4 years) follow-ups. Sedentary time (≤25 counts/15 s), light-intensity physical activity (LPA; 26–419 counts/15 s), and moderate- to vigorous-intensity physical activity (MVPA; ≥420/15 s) were objectively measured with wGT3X-BT ActiGraph accelerometers, and standardized for wear time. Parents reported their children’s screen time (television/video, video/computer games) at all three time-points. Parents also reported on children’s social skills using the Adaptive Social Behavior Inventory (ASBI) at time-points 2 and 3, and comply (e.g., cooperates; 10 items), express (e.g., joins play; 13 items), and disrupt (e.g., teases; 7 items) subscales were created by summing items. Generalized estimating equations (GEE) were conducted to address objective one. Tracking coefficients (low: β1 < 0.30; moderate: β1 = 0.30–0.59; moderate-high: β1 = 0.60-0.90; high: β1 > 0.9) were conducted using GEE to address objective two. RESULTS: Across the study, screen time was negatively associated with express (b = − 0.068, 95%CI: -0.114, − 0.023) and comply (b = − 0.056; 95%CI: -0.094, − 0.018) scores and positively associated with disrupt scores (b = 0.004; 95% CI: 0.001, 0.006). Findings were similar for television/videos but less consistent for video/computer games. No associations were observed for physical activity. Screen time significantly tracked at moderate-high levels (β(1) = 0.63; 95% CI: 0.45, 0.81), while all other behaviors tracked at moderate levels (β(1) = 0.35–0.49; p < 0.01) over the three time-points. CONCLUSIONS: Screen time was unfavorably associated with social skills across early childhood. Furthermore, all behaviors tracked at moderate to moderate-high levels from toddler to preschool ages. Therefore, promoting healthy physical activity and sedentary behavior patterns early in life, especially for screen time, may be important. BioMed Central 2019-01-07 /pmc/articles/PMC6323658/ /pubmed/30616565 http://dx.doi.org/10.1186/s12889-018-6381-x Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Carson, Valerie
Lee, Eun-Young
Hesketh, Kylie D.
Hunter, Stephen
Kuzik, Nicholas
Predy, Madison
Rhodes, Ryan E.
Rinaldi, Christina M.
Spence, John C.
Hinkley, Trina
Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title_full Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title_fullStr Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title_full_unstemmed Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title_short Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
title_sort physical activity and sedentary behavior across three time-points and associations with social skills in early childhood
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6323658/
https://www.ncbi.nlm.nih.gov/pubmed/30616565
http://dx.doi.org/10.1186/s12889-018-6381-x
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