How School Time Physical Activity Is the "Big One" for Daily Activity Among Schoolchildren: A Semi-Experimental Approach
How School Time Physical Activity Is the "Big One" for Daily Activity Among Schoolchildren: A Semi-Experimental Approach
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DOI：
10.1123/jpah.6.4.510
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发表时间：
2009-07-01
影响因子：
3.1
通讯作者：
Hubert, Herve
中科院分区：
文献类型：
--
作者：
Guinhouya, Benjamin C.;Lemdani, Mohamed;Hubert, Herve
背景资料：本研究旨在模拟基于ActiGraph的“在校”体育活动（PA）与儿童日常体育活动之间的关系，并量化学校如何为每日PA建议做出贡献。方法：50名男孩和43名女孩（8 ~ 11岁），佩戴ActiGraph 2个学生日，无结构性PA。每日中度至剧烈PA（MVPA（d））与上学时间MVPA（MVPA（s））回归。然后，计算ROC分析以定义所需的MVPA。结果：儿童在学校度过了57%的清醒时间。在儿童中，上学时间的PA机会（即课间休息：相当于儿童清醒时间的18%）占MVPA（d）的70%以上。然后，MVPA（d）（Y）可以使用公式从MVPA（X）预测：Y = 2.06 X-0.88; R-2 = .889，P < .0001。尽管该模型是性别特异性确定的，但交叉验证显示MVPA（d）的有效估计值。最后，敏感性为100%，特异性为90%，需要MVPA（s），34 min.d（-1）来提示每日推荐。结论：目前的研究显示了MVPA在学校对推荐活动水平的贡献，并表明了在课间休息时进行活动的价值。它还呼吁鼓励以家庭和社区为基础的干预措施，主要针对女孩。
Background: This study was designed to model the relationship between an ActiGraph-based "in-school" physical activity (PA) and the daily one among children and to quantify how school can contribute to the daily PA recommendations. Method: Fifty boys and 43 girls (aged 8 to 11 years) wore ActiGraph for 2 schooldays of no structured PA. The daily moderate-to-vigorous PA (MVPA(d)) was regressed on the school time MVPA (MVPA(s)). Then, a ROC analysis was computed to define the required MVPA(s). Results: Children spent 57% of their awaking time at school. School time PA opportunities (ie, recesses: similar to 18% of a child's awaking time) accounted for >70% of the MVPA(d) among children. Then, MVPA(d) (Y) could be predicted from MVPA, (X) using the equation: Y = 2.06 X-0.88; R-2 = .889, P < .0001. Although, this model was sex-specifically determined, cross-validations showed valid estimates of MVPA(d). Finally, with a sensitivity of 100% and a specificity of 90%, MVPA(s), a 34 min.d(-1) was required to prompt the daily recommendation. Conclusions: The current study shows the contribution of MVPA at school to recommended activity levels and suggests the value of activity performed during recesses. It also calls for encouraging both home- and community-based interventions, predominantly directed toward girls.