Bidirectional relationships of physical activity and gross motor skills before and after summer break: Application of a cross-lagged panel model.
Bidirectional relationships of physical activity and gross motor skills before and after summer break: Application of a cross-lagged panel model.
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夏季休息之前和之后的体育活动和总体运动技能的双向关系：应用跨滞后面板模型。
DOI：
10.1016/j.jshs.2020.07.001
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发表时间：
2022-03
影响因子：
11.7
通讯作者：
Brusseau, Timothy A.
中科院分区：
文献类型：
--
作者：
Burns, Ryan D.;Bai, Yang;Byun, Wonwoo;Colotti, Taylor E.;Pfledderer, Christopher D.;Kwon, Sunku;Brusseau, Timothy A.
我们研究了学校体育活动和大运动技能之间的相互关系之前和之后，一个长时间的学校休息。总运动技能，特别是球的技能，暑假前显着预测暑假后的学校体育活动。这种关系的强度在女性中往往更强。没有证据表明这种关系是双向的。大运动技能被认为与身体活动（PA）有双向关系;然而，没有研究测试过这种关系之前和之后的暑假。本研究旨在探讨暑假前后学童的学校预激与粗动技能之间的双向关系。参与者是从3所低收入学校招募的440名儿童（年龄= 8.9 ± 1.2岁，平均值± SD）。使用连续5个上学日佩戴的Yamax DigiWalker计步器（山佐Tokei Keiki，东京，日本），将PA评估为平均上学日步数。使用粗大运动发育测试（第3版）评估粗大运动技能。在2个时间点收集数据：春季学期结束时（T1）和随后的秋季学期开始时（T2）。年龄和身体质量指数调整的交叉滞后模型与T1学校步数与T2粗运动技能和T1粗运动技能与T2学校步数。T1粗运动技能显著预测T2学校步数（β = 0.24，95%CI：0.08-0.40，p = 0.003）;然而，T1学校步数不能预测T2粗运动技能（β = 0.04，95%CI：-0.06至0.14，p = 0.445）。该模型分别解释了T2粗运动技能和T2学校步数的35.4%和15.9%的方差。进一步的分析表明，这些关系主要是由球技驱动的。粗大运动技能和学校PA之间的关系不是双向的，但是，更高的粗大运动技能，特别是球的技能，预测更高的学校PA后，3个月的暑假。
We examined reciprocal relationships between school physical activity and gross motor skills before and after a prolonged school break. Gross motor skills, specifically ball skills, before summer break significantly predicted school physical activity after summer break. The strength of the relationships tended to be stronger in females. There was no evidence of bidirectionality in this relationship. Gross motor skills are postulated to have a bidirectional relationship with physical activity (PA); however, no study has tested this relationship before and after a summer break. The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break. Participants were a sample of 440 children recruited from 3 low-income schools (age = 8.9 ± 1.2 years, mean ± SD). PA was assessed as average school-day step counts using Yamax DigiWalker pedometers (Yamasa Tokei Keiki, Tokyo, Japan) worn for 5 consecutive school days. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd edition. Data were collected at 2 timepoints: at the end of spring semester (T1) and at the beginning of the subsequent fall semester (T2). An age- and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts. T1 gross motor skills significantly predicted T2 school step counts (β = 0.24, 95 % confidence interval (95%CI): 0.08–0.40, p = 0.003); however, T1 school step counts did not predict T2 gross motor skills (β = 0.04, 95%CI: –0.06 to 0.14, p = 0.445). The model explained 35.4% and 15.9% of the variances of T2 gross motor skills and T2 school step counts, respectively. Additional analyses indicated that these relationships were driven primarily by ball skills. The relationship between gross motor skills and school PA was not bidirectional; however, higher gross motor skills, specifically ball skills, predicted higher school PA after a 3-month summer break.
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DOI：
10.1186/1479-5868-9-26
发表时间：
2012-03-06
期刊：
The international journal of behavioral nutrition and physical activity
影响因子：
--
作者：
Cairney J;Kwan MY;Velduizen S;Hay J;Bray SR;Faught BE
通讯作者：
Faught BE
DOI：
10.1186/s12966-017-0555-2
发表时间：
2017-07-26
期刊：
The international journal of behavioral nutrition and physical activity
影响因子：
--
作者：
Brazendale K;Beets MW;Weaver RG;Pate RR;Turner-McGrievy GM;Kaczynski AT;Chandler JL;Bohnert A;von Hippel PT
通讯作者：
von Hippel PT
影响因子：
7.6
作者：
Barnett, Lisa M.;Van Beurden, Eric;Beard, John R.
通讯作者：
Beard, John R.
影响因子：
--
作者：
Fu Y;Brusseau TA;Hannon JC;Burns RD
通讯作者：
Burns RD
影响因子：
5.5
作者：
Franckle R;Adler R;Davison K
通讯作者：
Davison K