Physical activity and sedentary activity patterns among children and adolescents: a latent class analysis approach.
Physical activity and sedentary activity patterns among children and adolescents: a latent class analysis approach.
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DOI：
10.1123/jpah.8.4.457
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发表时间：
2011-05
影响因子：
3.1
通讯作者：
Story M
中科院分区：
文献类型：
--
作者：
Patnode CD;Lytle LA;Erickson DJ;Sirard JR;Barr-Anderson DJ;Story M
虽然人们对青少年的身体活动和久坐活动的总体水平了解很多，但很少有研究试图定义这些行为的集群。这项研究的目的是根据年轻人参与各种体育活动和久坐行为来确定和描述他们的独特类别。基于自我报告和加速度计测量的12种行为的参与模式，使用潜在类别分析来描述青年群体的特征。分析包括6 - 11年级的儿童和青少年（N=720）。使用多项逻辑回归检验班级成员的差异。男孩和女孩出现了三个不同的班级。在男孩中，三个班级的特征为：(1)“活跃”（42.1%），(2)“久坐”（24.9%）和(3)“低媒体/中度活动”（33.0%）。对于女孩，班级分为：(1)“活跃”（18.7%），(2)“久坐”（47.6%）和(3)“低媒体/功能活动”（33.7%）。在一些人口统计指标上，各阶层之间存在显著差异，包括每个阶层中被归类为超重或肥胖的比例。本研究中确定的班级的行为概况可以用来建议可能的受众群体进行干预，并适当地定制策略。
While much is known about the overall levels of physical activity and sedentary activity among youth, few studies have attempted to define clusters of such behaviors. The purpose of this study was to identify and describe unique classes of youth based on their participation in a variety of physical activity and sedentary behaviors. Latent class analysis was used to characterize segments of youth based on patterns of self-reported and accelerometer-measured participation in 12 behaviors. Children and adolescents (N=720) from 6th–11th grade were included in the analysis. Differences in class membership were examined using multinomial logistic regression. Three distinct classes emerged for boys and girls. Among boys, the three classes were characterized as: (1) “Active” (42.1%), (2) “Sedentary” (24.9%), and (3) “Low Media/Moderate Activity” (33.0%). For girls, classes were: (1) “Active” (18.7%), (2) “Sedentary” (47.6%), and (3) “Low Media/Functional Activity” (33.7%). Significant differences were found between the classes for a number of demographic indicators including the proportion in each class who were classified as overweight or obese. The behavioral profiles of the classes identified in this study can be used to suggest possible audience segments for intervention and to tailor strategies appropriately.
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