Structured physical activity and psychosocial correlates in middle-school girls

OBJECTIVE: Little is known about the types of physical activity (PA) in which adolescent girls participate. Understanding this, along with examining specific psychosocial correlates of PA, may help guide the development of effective interventions to prevent the decline in PA in female youth. METHODS: 2791 sixth grade girls participating in the Trial of Activity for Adolescent Girls from six geographical locations completed surveys assessing participation in sports teams and activity classes/lessons in and out of school, self-efficacy for PA, PA enjoyment, physical education (PE) enjoyment, and perceived school climate for girls' PA (data collection: January-May 2003). Correlates of girls' participation in structured PA and sociodemographic differences were explored. RESULTS: 89.5% of girls participated in structured PA: 39% at school and 86% outside of school. Across race/ethnicity, most reported activities were basketball (44%), cheerleading/dance (41%), and swimming (39%). Controlling for socioeconomic status, geographical location, and race/ethnicity, girls with a higher self-efficacy (OR=3.44, CI=1.72-6.92) and higher enjoyment of PE class (OR=1.97, CI=1.25-3.120) were more likely to participate in structured PA. PA enjoyment and perceived school climate for girls' PA were not associated with participation in structured PA. CONCLUSION: Interventions that increase self-efficacy and enjoyment of PE could result in greater participation in structured PA and higher overall PA levels among adolescent girls.     

One- and two-year predictors of decline in physical activity among inner-city schoolchildren

BACKGROUND: Alarming secular declines in physical activity (PA) have been observed among youth over the last decade. A better understanding of the predictors of these declines is crucial to identifying those children most at risk and to developing interventions that target youth before the onset of decline. This report identifies 1- and 2-year predictors of decline in PA among fourth- and fifth-grade students from inner-city neighborhoods in Montreal, Canada. METHODS: Data for this study were collected in classroom questionnaires each May/June from 1993 to 1997. Analyses for this paper were completed in 2001. The cohort included active (at least one PA per day) children with baseline and 1-year (n =1873) or 2-year (n =509) follow-up data. RESULTS: In boys, 1-year predictors of decline to an inactive status identified in generalized estimating equations analysis included moderate (vs high) baseline PA (odds ratio [OR]=1.66, 95% confidence interval [CI]=0.91-3.05); low PA self-efficacy (OR=1.67, 95% CI=1.03-2.71); born outside Canada (OR=2.13; 95% CI=1.31-3.46); Asian origin (OR=1.81; 95% CI=1.03-3.16) and no participation in school teams (OR=1.81, 95% CI=0.93-3.55). In girls, these 1-year predictors included moderate PA (OR=1.91, 95% CI=1.10-3.32); low PA self-efficacy (OR=1.70, 95% CI=1.15-2.49); watching four or more TV programs per day (OR=1.40, 95% CI=0.97-2.02); mother unemployed (OR=1.54, 95% CI=1.07-2.23); and grade five (vs grade four) (OR=1.35, 95% CI=0.94-1.93). Two-year predictors in boys included moderate baseline PA (OR=2.52, 95% CI=0.84-7.50), and born outside Canada (OR=1.96, 95% CI=0.91-4.20). In girls, these 2-year predictors included moderate baseline PA (OR=2.75, 95% CI=1.01-7.49); no participation in school teams (OR=2.14, 95% CI=0.92-5.00); watching four or more TV programs per day (OR=1.93, 95% CI=0.99-3.74); and born outside Canada (OR=1.85, 95% CI=0.96-3.55). CONCLUSIONS: Reduced TV viewing among girls and increased participation in school sports teams in boys and girls may prevent declines in PA among pre-adolescents from inner-city neighborhoods.     

Participation in physical activity among normal- and overweight Hispanic and non-Hispanic white adolescents

BACKGROUND: The purpose of this study was to determine the relation between weight status and participation in physical activity (PA) among Hispanic and non-Hispanic white (NHW) adolescent boys and girls. METHODS: In this cross-sectional study, height and weight were measured and a modified 2001 Youth Risk Behavior Survey was administered to 1,302 Hispanic and NHW adolescents, aged 14-17 years, attending high school in Nueces County, Texas. Linear regression analysis was used to assess the relation between weight status (normal weight or "at risk for overweight and overweight" [AR&O]) and PA, including moderate PA, vigorous PA, strength training, participation in team sports, and TV viewing, according to gender and ethnicity. RESULTS: Thirty-eight percent of adolescents were AR&O, including 32% and 48% of Hispanic girls and boys, respectively, and 22% and 35% of NHW girls and boys, respectively. As expected, boys reported participating in more PAs than girls. Compared with NHW girls, both normal weight and AR&O Hispanic girls reported significantly fewer bouts of moderate activity, less involvement in team sports, and more time watching TV. Normal weight boys reported participating in significantly more vigorous activity than those who were AR&O. Hispanic boys reported more strength training than NHWs; however, they watched significantly more hours of TV than NHW boys. CONCLUSIONS: Hispanic and NHW high school students reported participation in different PAs; this information may be useful for planning health and physical education curriculum.     

Associations between the school environment and adolescent girls' physical activity

This paper explores school sports facility provision, physical education allocation and opportunities for physical activity and their association with the number of days adolescent girls participate in at least 60 min of moderate-vigorous physical activity per week (MVPAdays). Data were collected through self-administered questionnaires from Scottish secondary school girls (n = 1978) and head teachers (n = 123) participating in the Health Behaviour in School-aged Children 2005/06 study. The best predictor of adolescent girls' MVPAdays was hours allocated to PE in fourth year of secondary school (β = 0.27, 95% CI 0.06-0.48). Having shower facilities resulted in decreased MVPA (β = -0.51, CI -0.90 to -0.12), as did providing less than two team sports clubs (β = -0.69, CI -1.28 to -0.10), compared with schools who provided four or more. Compared with schools with no after school clubs, girls who attended schools with activities at least 1 day per week were likely to have increased MVPAdays. PE allocation and extra-curricular clubs are likely to be of greater importance to girls' participation than school facilities per se. This study demonstrates how schools can maximize their environment to increase girls' PA and offers encouraging findings for those with limited sports facilities.     

School opportunities and physical activity frequency in nine year old children

Objective:  To examine the association between physical activity (PA) opportunities at school and participation in PA outside of school physical education (PE) classes among 9 year old children. Methods:  Data were obtained in a representative sample of 1 267 students nested within 69 schools who completed questionnaires; principals provided data on schools. Students’ PA frequency was defined as all reported episodes of past week PA, excluding PE class. Schools were categorized as “high-opportunity” if they provided  ≥ 4 of the following opportunities: PE class  ≥ 2 times/week, extracurricular sports animator, gymnasium, swimming pool, schoolyard equipped for games, and  ≥ 1 outdoor sports playing fields. Multilevel modelling techniques were used to investigate the association between school-level PA opportunity and student-level PA frequency. Results:  No main effect of school-level PA opportunities on PA frequency was observed. However, overweight boys attending high-opportunity schools were significantly more active than those attending low-opportunity schools. Conclusions:  The association between PA frequency and school-level PA opportunity differs by sex and weight status. Overweight boys in particular may benefit from health promotion strategies providing greater opportunities for school PA. Submitted: 28 November 2007; revised: 28 December 2008; accepted: 15 January 2009     

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls.     

Physical Activity Behavior and Related Characteristics of Highly Active Eighth-Grade Girls

PurposeAlthough girls are generally less physically active than boys, some girls regularly engage in high levels of physical activity (PA); however, very little is known about these girls and how they differ from those who are less physically active. This study examined the PA behavior and related characteristics of highly active adolescent girls and compared them with those who are less active.MethodsData from 1,866 eighth-grade girls from six field centers across the United States participating in the Trial of Activity for Adolescent Girls (TAAG) were included in the present analysis. Mixed-model analysis of variance examined differences in sociodemographic, anthropometric, psychosocial, and physical activity (accelerometry and self-report) variables between high- and low-active girls; effect sizes were calculated for the differences.ResultsHigh-active girls were taller, had lower body mass indices and body fat, and were less sedentary. High-active girls scored higher on self-efficacy, enjoyment of PA, self-management strategies, outcome-expectancy value, and support from family and friends than low-active girls. Low-active girls participated in more leisure time and educational sedentary activities than high-active girls. High-active girls participated in more PA classes/lessons outside of school, team sports, and individual sports. They were also more likely to participate in sports in an organized setting in the community or at school than low-active girls.ConclusionsHealth promotion efforts should focus on decreasing the amount of time girls spend in sedentary activities and replacing that time with organized PA opportunities; such efforts should seek to minimize perceived barriers and increase self-efficacy and support for PA.     

Association Between Depressed Mood and Perceived Weight in Middle and High School Age Students: Texas 2004–2005

Research exploring the relationship between weight perception and depressed mood among adolescents is limited in the United States. The purpose of this study is to examine the association of perceived versus actual body weight and depressed mood in a representative sample of 8th and 11th grade public school students in Texas. Using data from the 2004–2005 School Physical Activity and Nutrition (SPAN) study, logistic regression analyses were conducted to assess the association of weight perception with depressed mood. Healthy weight students who perceived themselves to be a healthy weight were the reference group for all analyses. A high prevalence of misperception of body weight was observed. Overweight and obese 8th grade girls and boys who perceived themselves to be overweight had increased odds of depressed mood [Girls: OR 1.70 (95% CI: 1.07–2.69), Boys: OR 2.05 (95% CI: 1.16–3.62)]. Healthy weight 8th grade girls who perceived themselves to be overweight had 2.5 times greater odds of depressed mood (OR 2.63, 95% CI: 1.54–4.50). Healthy weight boys who perceived themselves to be underweight had more than twice the odds (OR 2.18, 95% CI: 1.23–3.89) of depressed mood. No weight category was significantly associated with depressed mood in boys or girls in 11th grade. The present study suggests that weight misperceptions are associated with depressed mood in young adolescents. Education about healthy body size is necessary to correct the common weight misperceptions observed. The high prevalence rates of depressed mood suggest a greater need for research into understanding factors that may contribute to depressed mood in adolescents.     

Long-term effects of a physical activity intervention in high school girls

BACKGROUND: Physical activity (PA) decreases during childhood and adolescence, and PA levels are significantly lower in females than males, particularly during adolescence. Schools are attractive settings in which to implement interventions designed to promote PA in girls and young women, but few studies have tested the sustained effects of such interventions. DESIGN: Cross-sectional. Data were collected in 2002-2003 and analyzed in 2006-2007. SETTING/PARTICIPANTS: 1594 adolescent girls in 22 high schools. INTERVENTION: The intervention, Lifestyle Education for Activity Program (LEAP), was designed to increase physical activity in 9th-grade girls through two channels: changes in instructional practices and changes in the school environment. This study (LEAP 2) examined the extent to which effects of the intervention were maintained when the girls were in the 12th grade. MAIN OUTCOME MEASURES: Number of 30-minute blocks per day of vigorous physical activity. RESULTS: Girls in the intervention schools that most fully implemented and maintained the intervention were more likely than girls in the other schools to participate in an average of one or more blocks of vigorous physical activity per day (p=0.04, odds ratio=1.49, 95% confidence interval=1.01-2.20). CONCLUSIONS: A comprehensive physical activity intervention that is fully implemented and maintained can increase participation in vigorous physical activity by high school girls.     

Peer Reviewed: Prevalence of Physical Activity and Sedentary Behaviors by Metropolitan Status in 4th-, 8th-, and 11th-Grade Students in Texas, 2004-2005

Introduction

Research on geographic differences in children''s physical activity (PA) engagement is limited. This study examined the prevalence of PA and sedentary behaviors in a probability sample of children in the 4th (mean age, 9.7 years; n = 7,907), 8th (mean age, 13.7 years; n = 8,827), and 11th (mean age 16.9 years; n = 6,456) grades by urban, suburban, and rural location in Texas.

Methods

Using data from the 2004-2005 School Physical Activity and Nutrition (SPAN) study, we conducted logistic regression analyses stratified by sex to assess associations of 6 PA indicators and 2 sedentary behavior indicators with metropolitan status.

Results

Urban 8th- and 11th-grade students reported the lowest prevalence of PA. Suburban or rural schools were significantly more likely than their urban counterparts to report higher school-based sports team participation in 8th graders (P = .001); higher vigorous PA (P = .01) and strengthening exercise (P = .01) in 11th-grade boys; and higher physical education attendance in 4th (P < .01) and 11th graders (P = .05). Sports team (P = .04) and other organized PA participation (P = .04) in urban 4th-grade girls and vigorous PA in urban 8th-grade boys (P = .04) were the only behaviors for which a significantly higher prevalence was reported compared with nonurban counterparts. We observed few significant geographic differences in prevalence of television watching and video game playing.

Conclusion

Several significant differences in PA behaviors were found by metropolitan status in this sample of public school students in Texas. Research is needed on availability of PA opportunities and PA barriers by metropolitan status to better understand the lower prevalence estimates reported in older urban children.     

Cardiorespiratory fitness and proximity to commercial physical activity facilities among 12th grade girls

PurposeTo investigate the relationship between proximity to commercial physical activity (PA) facilities and cardiorespiratory fitness of 12th grade girls.MethodsAdolescent girls (n = 786, 60% African American, mean age = 17.6 ± .6 years) performed a submaximal fitness test (Physical Work Capacity 170 test). Commercial PA facilities were mapped and counted within a .75-mile street-network buffer around girls' homes using Geographic Information Systems. Sedentary activities and vigorous physical activity (≥6 metabolic equivalents) were determined by the average number of 30-minute blocks reported per day on the 3-Day Physical Activity Recall. Mixed model regressions were calculated using school as a random variable.ResultsGirls had higher weight-relative Physical Work Capacity 170 test scores if there was a commercial PA facility (n = 186, 12.4 ± 4.2 kg m/min/kg) within a .75-mile street-network buffer of home as compared with girls without a nearby facility (n = 600, 11.2 ± 3.6 kg m/min/kg). After adjusting for demographic variables, sports participation, sedentary behaviors, and vigorous physical activity, having one or more commercial PA facilities within a .75-mile street-network buffer of homes was significantly related to cardiorespiratory fitness.ConclusionsBoth with and without adjustment for covariates, the presence of a commercial PA facility within a .75-mile street-network buffer of a girl's home was associated with higher cardiorespiratory fitness.     

Physical Inactivity and the Role of Bullying Among Gender Minority Youth Participating in the 2017 and 2019 Youth Risk Behavior Survey

PurposeEvidence from small-scale studies suggests that transgender youth are less physically active than nontransgender youth, putting them at risk for worse health outcomes. This study examined the relationship between gender modality and participation in physical activity, physical education (PE), and sports teams in a multistate sample of high school youth and assessed whether bullying impacted this relationship.MethodsMultiple regression was used to analyze data from the state and local Youth Risk Behavior Survey from 2017 to 2019 to examine the relationship between the gender modality and participation in physical activity, PE, and sports teams. The sample was stratified by sex and adjusted for demographics and in-school and online bullying victimization.ResultsTransgender participants who reported a male or female sex, respectively, reported lower odds of physical activity (adjusted odds ratio [aOR] 0.46, p < .001; aOR 0.46, p < .001, respectively) but similar odds of PE participation. Female transgender students were less likely to participate in sports (aOR 0.55, p = .007); however, this relationship was not seen in adjusted models. Adjusting for demographics, male transgender students were significantly more likely to participate in sports (aOR 2.1, p = .002). Adjusting for bullying experiences did not significantly change these results.DiscussionTransgender youth are less likely to participate in physical activity but participate similarly or more than cisgender peers in PE and sports. Factors other than bullying may limit physical activity among transgender youth, and the Youth Risk Behavior Survey may not capture experiences of trans-specific victimization. Increased inclusion and safety may help increase physical activity and amplify its benefits for transgender students.     

Social, educational, and psychological correlates of weight status in adolescents

OBJECTIVES: The purpose of this research was to examine the social, educational, and psychological correlates of weight status in an adolescent population. It was hypothesized that obese adolescents would differ on psychological, social, and educational variables compared with their non-overweight peers. RESEARCH METHODS AND PROCEDURES: In this cross-sectional study, a population-based sample of 4742 male and 5201 female public school students in the 7th, 9th, and 11th grades responded anonymously to a classroom administered questionnaire. Body mass index was calculated from self-reported height and weight and categorized into four classes of weight status: underweight (<15th percentile), average weight (15th to 85th percentile), overweight (>85th to 95th percentile), and obese (>95th percentile). The questionnaire also included questions about social experiences, psychological well-being, educational experiences, and future goals. Associations of weight status with social, psychological, and educational variables and future goals were explored. RESULTS: After adjustment for grade level, race, and parental socioeconomic status, obese girls, when compared with their average weight counterparts, were 1.63 (95% confidence interval [CI]: 1.16, 2.30) times less likely to hang out with friends in the last week, 1.49 (95% CI: 1.12, 1.98) times more likely to report serious emotional problems in the last year, 1.79 (95% CI: 1.20, 2.65) times more likely to report hopelessness, and 1.73 (95% CI: 1.21, 1.98) times more likely to report a suicide attempt in the last year. Obese girls were also 1.51 (95% CI: 1.09, 2.10) times more likely to report being held back a grade and 2.09 (95% CI: 1.35, 3.24) times more likely to consider themselves poor students compared with average weight girls. Compared with their average weight counterparts, obese boys were 1.91 (95% CI: 1.43, 2.54) times less likely to hang out with friends in the last week, 1.34 (95% CI: 1.06, 1.70) times more likely to feel that their friends do not care about them, 1.38 (95% CI: 1.08, 1.76) times more likely to report having serious problems in the last year, 1.46 (95% CI: 1.05, 0.03) times more likely to consider themselves poor students, and 2.18 (95% CI: 1.45, 3.30) times more likely to expect to quit school. Compared with average weight boys, underweight boys were 1.67 (95% CI: 1.30, 2.13) times more likely to report hanging out with friends in the last week, 1.22 (95% CI: 1.01, 1.49) times more likely to report disliking school, and 1.40 (95% CI: 1.06, 1.86) times more likely to consider themselves poor students. DISCUSSION: Associations of weight status with social relationships, school experiences, psychological well-being, and some future aspirations were observed. Among girls, the pattern of observations indicates that obese girls reported more adverse social, educational, and psychological correlates. Obese as well as underweight boys also reported some adverse social and educational correlates. These findings contribute to an understanding of how adolescent experiences vary by weight status and suggest social and psychological risks associated with not meeting weight and body shape ideals embedded in the larger culture.     

Motivational factors associated with sports program participation in middle school students

PurposeThe purposes of this study were 1) to identify gender-specific motivational factors associated with sports program participation and attrition in middle school students and 2) to examine the relationships among sports program participation, physical activity, and sedentary behavior in this age group.MethodsSeventh and eighth grade students (N = 1692) completed a questionnaire to measure sports program participation and factors that may motivate continued participation in or attrition from sports. The psychometric properties of the participation and attrition scales were tested using gender-separate exploratory factor analysis. Analysis of variance (participation status*gender) was used to identify differences in motivational factor scores and physical activity variables.ResultsEighty percent of the students were recent participants (within the past year), 10% were former participants, and 10% had never participated. For boys, the participation factors were labeled (in order) competition, social benefits, and fitness. For girls, factor structures were slightly different than the boys, which loaded as; social + skill benefits, competition, and fitness. For both genders, lack of interest, coaching problems, and time barriers were identified as attrition factors. Recent sport participants reported more time in vigorous (p < .01), stretching (p = .03), and strengthening activities (p < .01) and less time watching television (p < .01).ConclusionsGender-specific motivational factors exist for middle school youth; boys are more attracted to the competitive aspects of sports whereas girls are more motivated by the social opportunities that sports provide. Boys and girls who participate in sports are more physically active, so it is important to develop programs that children want to participate in and maximize retention.     

Behavioral and Psychosocial Effects of Two Middle School Sexual Health Education Programs at Tenth-Grade Follow-Up

PurposeAn earlier randomized controlled trial found that two middle school sexual education programs—a risk avoidance (RA) program and a risk reduction (RR) program—delayed initiation of sexual intercourse (oral, vaginal, or anal sex) and reduced other sexual risk behaviors in ninth grade. We examined whether these effects extended into 10th grade.MethodsFifteen middle schools were randomly assigned to RA, RR, or control conditions. Follow-up surveys were conducted with participating students in 10th grade (n = 1,187; 29.2% attrition).ResultsParticipants were 60% female, 50% Hispanic, and 39% black; seventh grade mean age was 12.6 years. In 10th grade, compared with the control condition, both programs significantly delayed anal sex initiation in the total sample (RA: adjusted odds ratio [AOR], .64, 95% confidence interval [CI], .42–.99; RR: AOR, .65, 95% CI, .50–.84) and among Hispanics (RA: AOR, .53, 95% CI, .31–.91; RR: AOR, .82, 95% CI, .74–.93). Risk avoidance students were less likely to report unprotected vaginal sex, either by using a condom or by abstaining from sex (AOR: .61, 95% CI, .45–.85); RR students were less likely to report recent unprotected anal sex (AOR: .34, 95% CI, .20–.56). Both programs sustained positive impact on some psychosocial outcomes.ConclusionsAlthough both programs delayed anal sex initiation into 10th grade, effects on the delayed initiation of oral and vaginal sex were not sustained. Additional high school sexual education may help to further delay sexual initiation and reduce other sexual risk behaviors in later high school years.     

Lifestyles and psychosomatic symptoms among elementary school students and junior high school students

Objectives  To examine the relationship between lifestyles and psychosomatic symptoms in children, we conducted a self-administered questionnaire survey of elementary school students and junior high school students in Japan. Methods  We designed an original questionnaire to investigate the lifestyles and psychosomatic symptoms of children. In 1997, responses to the questionnaires were elicited from public elementary school fourth grade students (then aged 9–10) and public junior high school seventh grade students (then aged 12–13). The survey was repeated annually for three years as the students advanced through school. Results  For both boys and girls, each cross-sectional analysis revealed a strong relationship between lifestyle behaviors and psychosomatic symptoms. Psychosomatic, symptoms scores varied according to daily hours of sleep, eating of breakfast, having strong likes and dislikes of food, bowel habits, and daily hours of television watching. Both boys and girls with “good” lifestyle, behaviors evaluated by the HPI (Health Practice Index) showed lower scores for psychosomatic symptoms. Conclusions  These findings show that the lifestyle behaviors of children are significantly associated with psychosomatic symptoms and suggest that poor lifestyle behaviors are likely to increase physical and psychological health risks.     

Racial Disparities in Pregnancy-Related Drinking Reduction

Objective The purpose of this study was to investigate the likelihood that women of different racial and ethnic groups would reduce their alcohol consumption during pregnancy. Methods Data came from 22 states participating in the Pregnancy Risk Assessment Monitoring System from 2001 to 2005. After stratifying the sample by preconception drinking level, logistic regressions were used to predict drinking reduction and cessation by the third trimester by race, controlling for age, education, marital status, Medicaid status, pregnancy intention, smoking status, and state. Results Overall, Black, Asian/Pacific Islander and Hispanic women were all significantly less likely than White women to reduce their heavy drinking after becoming pregnant. American Indian/Alaskan Native women who were moderate drinkers before conception were over 2 times more likely than White women to reduce drinking after becoming pregnant (OR 2.19, CI 0.71, 6.76), although this difference was non-significant (P = .17). Among those who binge drank in the months before pregnancy, compared to White women, Black (OR 0.26, CI 0.17–0.39), Hispanic (OR 0.19, CI 0.12–0.29), American Indian/Alaskan Native (OR 0.44 CI 0.20, 0.96), and Asian/Pacific Islander women (OR 0.11, CI 0.06–0.22) were all less likely to quit binge drinking while pregnant. Conclusion Significant racial differences in pregnancy-related drinking reduction are evident, and may help explain racial disparities in FAS. Results suggest that more targeted efforts are needed to meet the national goals of preventing alcohol-exposed pregnancies.     

Black, Hispanic, and white girls' perceptions of environmental and social support and enjoyment of physical activity

BACKGROUND: This study examines the differences among black, Hispanic, and white adolescent girls in their perceptions surrounding physical activity (PA), including support within the school climate, friend and family social support, and personal enjoyment. METHODS: Participants included 1466 sixth-grade girls from 36 middle schools across the United States. Participants were 20% black, 21% Hispanic, 47% white, and 12% of other or mixed races. Multivariate analyses were performed on each scale, adjusting for body mass index and free and reduced-price lunch status. RESULTS: Results showed racial differences on several variables. Black girls, compared with white girls, perceived significantly lower PA enjoyment (p<.001) and teacher support for PA (p=.004). Hispanic girls experienced less PA enjoyment (p=.003) and perceived less support for PA from boys (p=.001) and their families (p=.008) than white girls. Black girls reported significantly higher levels of physical education (PE) enjoyment than did white girls (p=.003). CONCLUSIONS: Differences in perceived PA support and enjoyment across race raise questions about why these differences exist and how best to address disparities within interventions.     

Changes in physical activity in pre-schoolers and first-grade children: longitudinal study in the Czech Republic

Background The transition from kindergarten to first year at school is associated with a variety of psychosocial changes in children. The aim of this longitudinal study was to identify the changes in children's physical activity (PA) upon entry to first year at school; and to identify the days of the school week that exhibit low PA. Methods We monitored the PA levels of 176 children twice: initially in kindergarten and again in first‐year classes at school. The age (mean ± standard deviation) of children at kindergarten was 5.7 ± 0.5 years and 6.7 ± 0.5 years at the first year of elementary school. We evaluated PA employing the activity energy expenditure (AEE – kcal/kg/day) from Caltrac accelerometer and daily amount of steps (STEPS) from Yamax pedometer. Participants were monitored over 7 days to include a weekend. Results The mean AEE was 11.5 in pre‐school girls and 12.9 kcal/kg/day in boys; and STEPS were 9923 steps/day in girls and 11 864 in boys on weekdays. At weekends, it was 11.5 kcal/kg/day in girls and 12.7 kcal/kg/day in boys and 10 606 steps/day in girls and 11 182 steps/day in boys. The mean AEE and STEPS in first‐grade girls and boys was 9.9 and 9.8 kcal/kg/day respectively, and 7911 and 8252 steps/day respectively on weekdays, and 8.8 and 9.0 kcal/kg/day and 6872 and 7194 steps/day respectively at weekends. First‐grade school children had significantly lower PA than pre‐school children on weekdays (P < 0.0001) and at weekends (P < 0.0001). Decline in PA on weekdays was during time spent at school (P < 0.0001) and not during after‐school children's leisure time. Conclusion The parts of the week when first‐grade school children show low PA are the times spent in lessons and in after‐school nursery and at weekends. PA needs to be promoted using intervention programmes mainly during the after‐school nursery programmes and at weekends.     

Family support for physical activity in girls from 8th to 12th grade in South Carolina

OBJECTIVE: To examine the relationship between perceived family support and other selected correlates of physical activity (PA) with changes in PA over time. METHODS: A total of 421 girls in South Carolina completed questionnaires at 8th, 9th and 12th grades (1998-2003). Family support for PA, PA self-efficacy, perceived behavioral control, attitudes, availability of equipment, and PA were measured. RESULTS: Growth curve analysis showed that family support, perceived behavioral control, and self-efficacy were independently related to age-related changes in PA as reflected by total METs. Girls who reported lower family support at the 8th grade measure had more rapid declines in PA, and a unit change in family support was related to approximately 1/3 of a standard deviation change in total METs. CONCLUSIONS: Maintenance of support from family members may reduce the decline in PA independent of girls' self-efficacy and perceived behavioral control.