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Children's Step Counts on Weekend, Physical Education, and Non-Physical Education Days

100%
Brusseau T., Kulinna P., Tudor-Locke C., van der Mars H., Darst P.
Journal of Human Kinetics
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2011
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vol. 27
123-134
EN
There have been well-documented increases in overweight and obese children, sedentary lifestyles, and increased prevalence of a hypokinetic disease over the past 20 years. Thus understanding the physical activity patterns of children is essential for developing effective interventions. Little evidence exists that illustrates the contribution of weekend, physical education, and non-physical education days to overall physical activity patterns of children. The purpose of the study was to examine differences in pedometer-determined physical activity patterns of fourth and fifth grade children during weekend, physical education and non-physical education days. Three hundred and sixty-three children (8-11 years old) from six Southwestern USA elementary schools participated by wearing pedometers (Yamax Digiwalker SW-200) for seven consecutive days. Children recorded their steps at arrival to school and when they woke up and went to bed on weekend days. During weekdays, the fourth and fifth grade children averaged 13,196 ± 3,334 and 11,295 ± 3,168 steps/day for boys and girls, respectively. This is compared to a weekend average of 7,660 ± 4,647steps/day (boys) and 7,317 ± 4,062 steps/day (girls). Children were significantly more active on physical education days, averaging 12,979 steps/day (14,197 ± 4,697 steps/day for boys and 12,058 ± 3,772 steps/day for girls),compared to non-physical education school days, when they accumulated 11,809 steps/day (12,788 ± 3,600 steps/day for boys and 11,047 ± 3,382 steps/day for girls). Based on the findings in this study, children and youth are more active during school days than on weekend days. Furthermore, children are more active on physical education days than non-physical education days. These findings suggest that increased physical activity programming and interventions during weekend days may be needed to increase physical activity. The expansion of school-based physical education across more school days may also serve to increase children's physical activity during the school week.
2
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Are children meeting any of the suggested daily step recommendations?

100%
Brusseau T. A., Tudor-Locke C., Kulinna P. H.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
11-16
EN
Study aim: Over the past decade there have been numerous efforts to identify how many steps/day children should accumulate. Recommendations range from 10,000 to 16,500 steps/day. The purpose of this article was to examine the percentage of elementary school aged children meeting nine different sets of steps/day recommendations. Material and methods: 786 Southwestern US children (410 girls, BMI 19.3±4.2) wore the Yamax Digiwalker SW-200 pedometer and recorded their steps/day for 7 consecutive days. Mean steps/day was calculated and the percent-age of students meeting each of the various steps/day recommendations was determined. Results: Children averaged 11,113±3,666 steps/day. Sixty-one percent of all children met a minimum of 10,000 steps/day. Thirty-six percent met the most widely used recommendation of 11,000 and 13,000 steps/day for boys and girls, respectively. Using BMI referenced recommendations, between 10-52% of children met various guidelines. Conclusions: Southwestern US children in the current sample are not getting enough daily activity to meet the ma-jority of step recommendations. Findings suggest that less than 33% of children are active for 60 minutes of physical activity (inferred from one of the guidelines) a day and only 36% would qualify for the Presidential Active Life-styles Award. Additional school and home-based physical activity programming is clearly needed.
3
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REVIEW OF TRADITIONAL AND NATURAL METHODS OF TREATING ALZHEIMER’S DISEASE

88%
Mieczkowski M., Sieja K., Stępień-Słodkowska M.
Central European Journal of Sport Sciences and Medicine
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2016
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vol. 16
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issue 4
67-75
EN
The most common form of dementia in the elderly population is Alzheimer’s disease (AD). World Health Organization (WHO) thus defines Alzheimer’s disease: “a set of neurodegenerative brain symptoms, resulting in progressive impairment of memory, thinking, cognition, counting, language, ability to learn and assessing situations, which disturb everyday life”. It usually develops in 65+-yearolds, and the risk of AD in 85+-year-olds is as high as 50%. It has become a considerable threat to the society, given the longer life expectancy and an increase in the retirement-aged population. AD prevention and treatment methods described in this paper are still being developed and perfected. Studies on genesis of the disease aim at comprehensive understanding of its causes. New, alternative treatment methods are still sough. Researchers develop and test biomarkers that could facilitate early diagnosis.
4
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Fitness knowledge, cardiorespiratory endurance and body composition of high school students

88%
Williams S. M., Phelps D., Laurson K. R., Thomas D. Q., Brown D. D.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
17-21
EN
Study aim: The purpose of this study was to determine if high school physical education seniors’ health-related fitness knowledge is related to their aerobic capacity and body composition. Material and methods: The FitSmart test assessed students (n = 171) health-related fitness knowledge. Aerobic capacity was calculated based on the students PACER score. Body Composition was measured using the Tanita TBF 300A body composition analyzer. Results: Aerobic fitness was a statistically significant predictor of exam score (β = 0.563, p < 0.001), but percent body fat was not (β = 0.185, p =0.074). Comparing the health-related fitness exam scores by the FITNESSGRAM classification system, students who were classified as Very Lean and High Risk for body composition had lower exam scores than those classified in the healthy fitness zone. Conclusions: The results confirmed previous findings that students have inadequate health-related fitness knowledge. Furthermore, the study extends these findings by identifying some associations of percent body fat and estimated VO2max to health-related fitness knowledge.
5
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Step counts and self-reported physical activity among upper elementary school students vary with aerobic fitness

88%
McGee A., Williams S. M., Coleman M. M., Hurd A., Laurson K. R.
Biomedical Human Kinetics
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2013
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vol. 5
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issue 1
93-98
EN
Study aim: The purpose of this study was to examine if step-counts during PE and self-reported PA of elementary grade students varied based on the aerobic capacity. Material and methods: Ninety elementary physical education students, enrolled in the 4th and 5th grade, from one elementary school in the Midwestern USA participated. Each participant completed the Physical Activity Questionnaire for Children (PAQ-C), wore a pedometer in PE to measure steps taken, and completed the PACER aerobic fitness test. A multiple regression analysis was conducted to determine the relationship between steps taken by students and PAQ-C score in predicting aerobic capacity as measured through the PACER test. Results: Average steps significantly predicted PACER laps (β = 0.48, p < 0.01), as did the PAQ-C (β = 0.28, p < 0.001). For males, average steps significantly predicted PACER laps (β = 0.48 p < 0.01), while the PAQ-C and the PACER beta coefficients were not statistically significant (β = 0.14, p = 0.30). Results for females indicated average steps significantly predicted PACER laps (β = 0.38, p < 0.01), as did the PAQ-C (β = 0.46, p < 0.001). Conclusion: Results from this study indicate that student steps taken during PE and self-report PA has an association with students’ completed PACER laps.
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