PDF(Pubmed)
Abstract：
BACKGROUND: Previous research indicates the start of primary school (4-5-year-old) as an essential period for the development of children\'s physical activity (PA) patterns, as from this point, the age-related decline of PA is most often observed. During this period, young children are exposed to a wider variety of environmental- and social contexts and therefore their PA is influenced by more diverse factors. However, in order to understand children\'s daily PA patterns and identify relevant opportunities for PA promotion, it is important to further unravel in which (social) contexts throughout the day, PA of young children takes place.
METHODS: We included a cross-national sample of 21 primary schools from the Startvaardig study. In total, 248 children provided valid accelerometer and global positioning (GPS) data. Geospatial analyses were conducted to quantify PA in (social) environments based on their school and home. Transport-related PA was evaluated using GPS speed-algorithms. PA was analysed at different environments, time-periods and for week- and weekend days separately.
RESULTS: Children accumulated an average of 60 min of moderate-to-vigorous PA (MVPA), both during week- and weekend days. Schools contributed to approximately half of daily MVPA during weekdays. During weekends, environments within 100 m from home were important, as well as locations outside the home-school neighbourhood. Pedestrian trips contributed to almost half of the daily MVPA.
CONCLUSIONS: We identified several social contexts relevant for children\'s daily MVPA. Schools have the potential to significantly contribute to young children\'s PA patterns and are therefore encouraged to systematically evaluate and implement parts of the school-system that stimulate PA and potentially also learning processes. Pedestrian trips also have substantial contribution to daily MVPA of young children, which highlights the importance of daily active transport in school- and parental routines.
METHODS: We included a cross-national sample of 21 primary schools from the Startvaardig study. In total, 248 children provided valid accelerometer and global positioning (GPS) data. Geospatial analyses were conducted to quantify PA in (social) environments based on their school and home. Transport-related PA was evaluated using GPS speed-algorithms. PA was analysed at different environments, time-periods and for week- and weekend days separately.
RESULTS: Children accumulated an average of 60 min of moderate-to-vigorous PA (MVPA), both during week- and weekend days. Schools contributed to approximately half of daily MVPA during weekdays. During weekends, environments within 100 m from home were important, as well as locations outside the home-school neighbourhood. Pedestrian trips contributed to almost half of the daily MVPA.
CONCLUSIONS: We identified several social contexts relevant for children\'s daily MVPA. Schools have the potential to significantly contribute to young children\'s PA patterns and are therefore encouraged to systematically evaluate and implement parts of the school-system that stimulate PA and potentially also learning processes. Pedestrian trips also have substantial contribution to daily MVPA of young children, which highlights the importance of daily active transport in school- and parental routines.
摘要：
背景：先前的研究表明，小学（4-5岁）的开始是儿童身体活动（PA）模式发展的重要时期，从这一点来看，PA的年龄相关性下降是最常见的。在此期间,幼儿暴露于更广泛的环境和社会背景，因此他们的PA受到更多不同因素的影响。然而,为了了解儿童的日常PA模式，并确定PA推广的相关机会，重要的是要进一步解开一整天的(社会)环境，发生幼儿的PA。
方法：我们纳入了来自Startvaardig研究的21所小学的跨国样本。总的来说,248名儿童提供了有效的加速度计和全球定位（GPS）数据。进行了地理空间分析，以根据学校和家庭对（社会）环境中的PA进行量化。使用GPS速度算法评估与运输相关的PA。PA在不同的环境下进行了分析，时间段和工作日和周末分开。
结果：儿童平均累积60分钟的中度至重度PA（MVPA），在周末和周末。在工作日，学校贡献了大约一半的每日MVPA。周末期间,离家100米以内的环境很重要，以及家庭学校社区以外的地方。步行旅行占每日MVPA的近一半。
结论：我们确定了与儿童每日MVPA相关的几种社会背景。学校有可能为幼儿的PA模式做出重大贡献，因此鼓励系统地评估和实施学校系统中刺激PA和潜在学习过程的部分。步行旅行也对幼儿的每日MVPA做出了重大贡献，这凸显了日常积极交通在学校和家长日常生活中的重要性。
方法：我们纳入了来自Startvaardig研究的21所小学的跨国样本。总的来说,248名儿童提供了有效的加速度计和全球定位（GPS）数据。进行了地理空间分析，以根据学校和家庭对（社会）环境中的PA进行量化。使用GPS速度算法评估与运输相关的PA。PA在不同的环境下进行了分析，时间段和工作日和周末分开。
结果：儿童平均累积60分钟的中度至重度PA（MVPA），在周末和周末。在工作日，学校贡献了大约一半的每日MVPA。周末期间,离家100米以内的环境很重要，以及家庭学校社区以外的地方。步行旅行占每日MVPA的近一半。
结论：我们确定了与儿童每日MVPA相关的几种社会背景。学校有可能为幼儿的PA模式做出重大贡献，因此鼓励系统地评估和实施学校系统中刺激PA和潜在学习过程的部分。步行旅行也对幼儿的每日MVPA做出了重大贡献，这凸显了日常积极交通在学校和家长日常生活中的重要性。
