Yang Gao1, Jing-Jing Wang1, Patrick W C Lau1, Lynda Ransdell2. 1. Department of Physical Education, Hong Kong Baptist University, Kowloon Tong, Hong Kong, China. 2. College of Education, Health and Human Development, Montana State University, Bozeman, MT, USA.
Abstract
BACKGROUND/ OBJECTIVE: This study aimed to characterize pedometer-determined physical activity (PA) patterns in segmented school days among Hong Kong primary school children. METHODS: Participants were instructed to wear pedometers for 4 consecutive days. The overall step counts and counts at specific periods (e.g., after school, recess, and lunch) during the test days were recorded. RESULTS: Of the 74 recruited participants, 68 (41.2% boys, aged 10 and 11 years old) provided valid data. The mean total daily steps over the 4 test days ranged from 9064 to 9714 (standard deviation = 3140-3471 steps). The periods that contributed most toward total daily steps were after school (34.2%), recess (14.0%), and physical education (PE) classes (12.3%). Overall, Student t tests revealed that boys were more active than girls. More active children (daily step average above the sex-specific median value) accumulated significantly more steps during recess and after school than less active children (daily step average below the sex-specific median value) in both sexes (mean differences ranged from 507 steps to 1977 steps). A mixed model analysis of variance (ANOVA) revealed that students accumulated 914 steps more on days that included PE classes than on days without PE classes. A three-way ANOVA found no significant differences in body weight status (normal weight vs. overweight and obesity) and travel mode (active vs. passive modes). CONCLUSION: The findings provide a better understanding of PA patterns and the contribution of the distinct segments within a school day to children's PA. This information may assist in developing more effective, appropriate, and timely school-based PA interventions for children in Hong Kong.
BACKGROUND/ OBJECTIVE: This study aimed to characterize pedometer-determined physical activity (PA) patterns in segmented school days among Hong Kong primary school children. METHODS: Participants were instructed to wear pedometers for 4 consecutive days. The overall step counts and counts at specific periods (e.g., after school, recess, and lunch) during the test days were recorded. RESULTS: Of the 74 recruited participants, 68 (41.2% boys, aged 10 and 11 years old) provided valid data. The mean total daily steps over the 4 test days ranged from 9064 to 9714 (standard deviation = 3140-3471 steps). The periods that contributed most toward total daily steps were after school (34.2%), recess (14.0%), and physical education (PE) classes (12.3%). Overall, Student t tests revealed that boys were more active than girls. More active children (daily step average above the sex-specific median value) accumulated significantly more steps during recess and after school than less active children (daily step average below the sex-specific median value) in both sexes (mean differences ranged from 507 steps to 1977 steps). A mixed model analysis of variance (ANOVA) revealed that students accumulated 914 steps more on days that included PE classes than on days without PE classes. A three-way ANOVA found no significant differences in body weight status (normal weight vs. overweight and obesity) and travel mode (active vs. passive modes). CONCLUSION: The findings provide a better understanding of PA patterns and the contribution of the distinct segments within a school day to children's PA. This information may assist in developing more effective, appropriate, and timely school-based PA interventions for children in Hong Kong.
Entities:
Keywords:
Child; Pedometer; Physical activity patterns; Segmented school day
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