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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...
Autores principales: | , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2019
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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. |
format | Online Article Text |
id | pubmed-6323658 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
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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