Sharon E Taverno Ross1, Marsha Dowda2, Rodney K Dishman3, Russell R Pate4. 1. University of Pittsburgh, Pittsburgh, PA, USA. seross@pitt.edu. 2. Biostatistician, University of South Carolina, Columbia, SC, USA. 3. University of Georgia, Athens, GA, USA. 4. University of South Carolina, Columbia, SC, USA.
Abstract
OBJECTIVES: We identified classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. METHODS: This study included N = 495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively as well as by self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. RESULTS: Three classes of behavior were identified: Class 1: Low PA/Low SB; Class 2: Moderate PA/ High SB; and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. CONCLUSIONS: Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines.
OBJECTIVES: We identified classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. METHODS: This study included N = 495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively as well as by self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. RESULTS: Three classes of behavior were identified: Class 1: Low PA/Low SB; Class 2: Moderate PA/ High SB; and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. CONCLUSIONS: Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines.
Authors: Richard P Troiano; David Berrigan; Kevin W Dodd; Louise C Mâsse; Timothy Tilert; Margaret McDowell Journal: Med Sci Sports Exerc Date: 2008-01 Impact factor: 5.411
Authors: Daheia J Barr-Anderson; Jennifer I Flynn; Marsha Dowda; Sharon E Taverno Ross; Michaela A Schenkelberg; Lauren A Reid; Russell R Pate Journal: J Adolesc Health Date: 2017-07-18 Impact factor: 5.012
Authors: Lea Auhuber; Mandy Vogel; Nico Grafe; Wieland Kiess; Tanja Poulain Journal: Int J Environ Res Public Health Date: 2019-06-12 Impact factor: 3.390