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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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Sports as a preventive measure of at-risk behavior among urban youth: a presentation of the “Sports 2014 – Multifactorial Environmental Model”

88%
Kulmatycki L., Surynt A.
Biomedical Human Kinetics
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2015
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vol. 7
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issue 1
EN
The objective of this paper was to present an original project titled “Sports 2014 – Multifactorial Environmental Model”, designed to reinforce positive behavior and create a sense of community among urban youth. It evolved together with the subsequent phases of an urban health promotion program that began in 1994 in Wrocław, Poland. However, the basis of this model was in creating a health promotion initiative that included elements of the Mandala model of health, an ecological model, and the ‘Your Neighborhood’s Coach’ health promotion and at-risk prevention program, begun in 2003 by the Sports Department of the City of Wrocław and continued to this day. This type of initiative was designed to include measures typical of a prevention program while also promoting an active lifestyle through constructive leisure activities. Its guiding philosophy was the ‘get involved’ rather than ‘dissuade from’ approach, which has found popularity in programs of a similar nature across the world. The presented “Multifactorial Environmental Model” is addressed to active counselors, coaches, psychologists, health promotion figureheads, and policymakers whose goal is to reduce negative and anti-social behavior in today’s youth. It should also find value among the pedagogical community of physical education institutions, as the presented work may serve as a source of experience when deciding on any significant changes in the education of future physical education teachers, coaches, and recreation instructors working with adolescents.
3
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Seasonal variation of American Indian children’s school-day physical activity

88%
Brusseau T. A., Kulinna P. H., Kloeppel T., Ferry M.
Biomedical Human Kinetics
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2012
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vol. 4
82-87
EN
Study aim: To examine the pedometer steps taken during the school-day by American Indian children during all four seasons.Material and methods: Participants included third-sixth grade children (n = 157) aged 9.6±1.07 (boys) and 9.7±1.2 (girls) attending school from one Southwestern US American Indian community. Children had a mean BMI of 23.9±7.7 with 70% being classified as overweight or obese. Children wore a pedometer (Yamax Digiwalker SW-200) for 20 days (5 days per season).Results: Children accumulated 4762±1544 (boys) and 4408±1194 (girls) steps/day across the four seasons with the highest totals occurring during the Fall (4899, males; 4796, females) and the lowest totals during the Winter (4463, males; 4043, females). Repeated measures ANOVA showed no significant differences in daily school-day steps across seasons. Children classified as normal weight averaged 5146±1688 steps/day, overweight children averaged 5020±1333 steps/day, and obese children accumulated 4275±1123 steps/day.Conclusions: PA stayed relatively consistent across seasons in this sample of children. However, children were the least active during Winter months. With 70% of the current sample being classified as overweight and with American Indian children at greater risk for numerous hypokinetic diseases there is a clear need for additional school-day PA opportunities.
4
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The Effects of Concurrent Resistance and Endurance Training Follow a Specific Detraining Cycle in Young School Girls

75%
Santos A., Marinho D., Costa A., Izquierdo M., Marques M.
Journal of Human Kinetics
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2011
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vol. 29A
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issue Special Issue
93-103
EN
The purpose of this study was to compare the effects of an 8-week training period of strength training alone (GR), or combined strength and endurance training (GCOM), followed by 12-weeks of de-training (DT) on body composition, power strength and VO2max adaptations in a schooled group of adolescent girls. Methods: Sixty-seven healthy girls recruited from a Portuguese public high school (age: 13.5±1.03 years, from 7th and 9th grade) were divided into three experimental groups to train twice a week for 8 wks: GR (n=21), GCOM (n=25) and a control group (GC: n=21; no training program). Anthropometric parameters variables as well as performance variables (strength and aerobic fitness) were assessed. Results: No significant training-induced differences were observed in 1kg and 3kg medicine ball throw gains (2.7 to 10.8%) between GR and GCOM groups, whereas no significant changes were observed after a DT period in any of the experimental groups. Significant training-induced gains in CMVJ (8 to 12%) and CMSLJ (0.8 to 5.4%) were observed in the experimental groups. Time of 20m significantly decreased (GR: -11.5% and GCOM: -10%) after both treatment periods, whereas only the GR group kept the running speed after a DT period of 12 weeks. After training VO2max increased only slightly for GCOM (4.0%). No significant changes were observed after the DT period in all groups, except to GCOM in CMVJ and CMSLJ. Conclusion: Performing simultaneous strength and endurance training in the same workout does not appear to negatively influence power strength and aerobic fitness development in adolescent girls. Indeed, concurrent strength and endurance training seems to be an effective, well-rounded exercise program that can be prescribed as a means to improve initial or general strength in healthy school girls. De-training period was not sufficient to reduce the overall training effects.
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