Search

Objectives: To describe how children's time spent in the 24-h movement behaviours of physical activity (PA), sedentary behaviour (SB) and sleep change, individually and collectively, across the transition from primary to secondary school. Design: Systematic review. Methods: Six electronic databases were searched from January 1990 to May 2019. Eligibility criteria included longitudinal studies reporting time spent in PA, SB and/or sleep, with baseline assessments conducted during the last two years of primary school and at least one follow-up during the first two years of secondary school. For studies reporting only SB, this review considered those published from November 2015 onwards to update a previous systematic review. Results: The present review identified six articles that reported changes in PA (n = 5) or PA and SB concurrently (n = 1). Most articles had a high risk of bias (n = 4/6). There was limited but consistent evidence of a change in PA over the school transition period; in particular a decrease in total daily PA and during specific time periods (i.e., in-school, after-school and leisure time). A concurrent but opposite change was observed in SB. No studies were identified that assessed changes in sleep, or all three movement behaviours concurrently. Conclusions: Further research exploring concurrent changes in all movement behaviours (PA, SB and sleep) and associated factors is warranted to inform future behavioural interventions and policies for promoting an optimal 24 h movement behaviour pattern during this critical developmental period.

Background: The impact of declining physical activity and increased sedentary behaviour in children and adolescents globally prompted the development of national and international physical activity guidelines. This research aims to systematically identify and compare national and international physical activity guidelines for children and adolescents and appraise the quality of the guidelines to promote best practice in guideline development. Methods: This systematic review was registered in the International Prospective Register of Systematic Reviews (PROSPERO) and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Only national, or international physical activity and/or sedentary behaviour guidelines were included in the review. Included guidelines targeted children and adolescents aged between 5 and 18 years. A grey literature search was undertaken incorporating electronic databases, custom Google search engines, targeted websites and international expert consultation. Guideline quality was assessed using the Appraisal of Guidelines for Research and Evaluation II Instrument (AGREE II). Results: The search resulted in 50 national or international guidelines being identified. Twenty-five countries had a national guideline and there were three international guidelines (European Union, Nordic countries (used by Iceland, Norway and Sweden), World Health Organization (WHO)). Nineteen countries and the European Union adopted the WHO guidelines. Guidelines varied in relation to date of release (2008 to 2019), targeted age group, and guideline wording regarding: type, amount, duration, intensity, frequency and total amount of physical activity. Twenty-two countries included sedentary behaviour within the guidelines and three included sleep. Total scores for all domains of the AGREE II assessment for each guideline indicated considerable variability in guideline quality ranging from 25.8 to 95.3%, with similar variabi

Globally, many schools are replacing traditional classrooms with innovative flexible learning spaces to improve academic outcomes. Little is known about the effect on classroom behaviour. Students from nine secondary schools (n = 60, M age = 13.2±1.0y) were observed via momentary time sampling for a 30 minute period, in both a traditionally furnished and arranged classroom and a flexible learning space containing a variety of furniture options to accommodate different pedagogical approaches and learning styles. The teaching approaches in both conditions were documented. In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred. Students in flexible learning spaces spent significantly more time in large group settings (d = 0.61, p = 0.001), collaborating (d = 1.33, p = 0.001), interacting with peers (d = 0.88, p = 0.001) and actively engaged (d = 0.50, p = 0.001) than students in traditional classrooms. Students also spent significantly less class time being taught in a whole class setting (d = -0.65, p = 0.001), engaged in teacher-led instruction (d = -0.75, p = 0.001), working individually (d = -0.79, p = 0.001), verbally off-task (d = -0.44, p = 0.016), and using technology (d = -0.26, p = 0.022) than in traditional classrooms. The results suggest that the varied, adaptable nature of flexible learning spaces coupled with the use of student-centred pedagogies, facilitated a higher proportion of class time interacting, collaborating and engaging with the lesson content. This may translate into beneficial learning outcomes in the long-term.

Objectives: Physical activity (PA) participation is prone to decline during adolescence. An understanding of the domains of PA that are susceptible to decline may support a more targeted approach to PA and health promotion. The aim of this study was to review longitudinal trends in participation in four PA domains during childhood and adolescence: organized PA, non-organized PA, active transport and active chores. Design: Systematic review. Methods: 5517 research articles were sourced from five electronic databases (covering January 1997-April 2018). Eligibility criteria included repeated measurements of at least one PA domain among the same participants (5-18 years of age). Results: 23 studies were included, cumulatively reporting data from 27,231 participants. Few studies had a low risk of bias (n = 6). Most studies of active transport reported an increase in participation during childhood, no change in the transition to adolescence, and no change or decline during adolescence. Most studies of organized PA reported an increase during childhood, an increasing or stable pattern in the transition to adolescence, and no change or decline during adolescence. Non-organized PA participation tended to remain stable among adolescent girls and decline among adolescent boys. Active chores increased during the transition to adolescence and then stabilized. Conclusions: Potential strategies for PA promotion among youth may include targeting non-organized PA among adolescent boys or organized PA among late adolescent boys and girls. However, there is a continuing need for high-quality, longitudinal studies of participation in PA domains, particularly non-organized PA and active chores. PROSPERO Registration: CRD42017076888.

Objectives: Many schools internationally are replacing traditional classrooms (TC) with innovative flexible learning spaces (FLS) to improve academic outcomes. Via a stealth approach, there may be additional unintended health benefits if students reduce their total and prolonged sitting. The aim of this study was to compare student sitting patterns between TC and FLS. Design: School-based cross-over trial. Methods: Students at nine secondary schools (n = 191, M age = 13.2 ± 1.0 years) wore activPAL accelerometers in both a traditionally furnished and arranged classroom (TC), and a FLS containing a variety of furniture and layout options, utilizing student-centered pedagogies, for the duration of one double classroom lesson (M = 76 min). The lesson content and teacher were consistent across both conditions. Data were analyzed using multilevel mixed-effects linear regression. Results: In FLS, students spent less class time sitting (mean = 18%; 95% CI: −20.8, −15.0), and accumulated more breaks in sitting (2.1; 95% CI: 0.8, 3.5 per 60 min), more bouts of intermittent (≤9 min) sitting (2.2; 95% CI: 0.8, 3.6 per 60 min), and fewer bouts of prolonged (≤30 min) sitting (−0.2; 95% CI: −0.3, −0.1 per 60 min), than in TC. Students also spent more class time standing (15%; 95% CI: 12.7, 18.0) and stepping (3%; 95% CI: 2.0, 3.1) in FLS than TC. Conclusion: The results suggest that, by stealth, elements of FLS including a variety of furniture and resources, and greater use of student-centered pedagogies, facilitate improvements in adolescents' sedentary profiles during class time. This may translate into beneficial health impacts over a longer period given the health benefits of reducing total and breaking up prolonged sitting.

Objectives: Adolescents spend large proportions of the school day sitting; potentially increasing their health risks. This study aimed to evaluate the feasibility, acceptability and potential efficacy of a school-based intervention to reduce adolescent sitting time during the school day. Design: Two-arm parallel-group randomised controlled trial. Methods: Adolescents (13-16 years) were recruited from four private high schools in New South Wales, Australia. Schools were pair-matched and randomised to treatment or control. Research assistants were blinded to intervention aims and treatment allocation. Intervention initiatives included classroom and outdoor environmental measures to break up and reduce the proportion of adolescent school time spent sitting. Teacher and students surveys assessed intervention feasibility, acceptability and potential efficacy. Proportional sitting time was the primary outcome, measured by activPAL monitors, worn for one week during the school day. Secondary outcomes included body mass index, body fatness, working memory and non-verbal reasoning. Data were analysed using a general linear model for continuous variables and adjusted for clustering. Results: While teachers and students supported the program, process evaluation results indicate aspects of the intervention were not implemented with fidelity. Eighty-eight adolescents (Mage= 14.7 ± 0.7, 50% male) participated in the trial. Eighty-six had valid data for all variables (43 controls, 43 intervention). There was no significant intervention effect on the primary outcome. There was a significant effect on working memory (adjusted difference ± SD = −0.42 ± 1.37; p = 0.048 (Cohen's d) = 0.31). Conclusions: These findings contribute to limited research in this area, providing guidance for future interventions in the high school environment. Trial registration: The study was registered with the Australian and New Zealand Clinical Trials Registry (ACTRN 12614001001684).

Background: Levels of sitting among adolescents are high, especially during the school day. The acute cognitive and health consequences associated with prolonged sitting are poorly understood in adolescents. This randomized crossover design study examined the acute effects of a simulated school day with reduced sitting or usual sitting on adolescents' cognitive function and cardiometabolic biomarkers. Methods: Eighteen healthy school aged adolescents were recruited from the community to the study (11 males; 7 females; mean age [SD] = 13.5 ± 0.9 years). Two protocols were developed to simulate an adolescent school day, the amount of time spent sitting was manipulated reflecting: a 'typical' day (65% of the time spent sitting with two sitting bouts sitting > 20 min) and a 'reduced sitting' day (adolescents sat for 50% less time with no bouts of sitting > 20 mins). The order that participants were exposed to each condition was randomized (via random number generator). Participants were not fully blinded as they could observe the difference between conditions. Energy intake and moderate to vigorous physical activity (MVPA) were standardized for both conditions and monitored for 48 h post-condition for compensatory effects. Cognitive (working memory) and cardiometabolic outcomes (lipids, glucose, insulin, IL-6, apo-A1, apo-B, blood pressure,) were assessed pre and post for both conditions, BMI and body fat were assessed on the morning of the intervention. Data were analyzed using linear mixed models. Standardised effect sizes were calculated. Results: Compared with the typical school day, the reduced sitting day demonstrated significant positive effects for apoB/apoA-1 ratio (adjusted difference ± SD) -0.02 ± 0.03; P = 0.03; effect size [Cohen's d] = -0.67. Findings for total cholesterol -0.19 ± 0.27; P = 0.28; d = -0.71; HDL cholesterol -0.23 ± 0.50; P = 0.12 d = -0.66; and total cholesterol/HDL ratio 0.25 ± 0.53; P = 0.25; d = 0.51 and for cognition 0.64 ± 0.15; P = 0.

Background: Levels of sitting among adolescents are high, especially during the school day. The acute cognitive and health consequences associated with prolonged sitting are poorly understood in adolescents. This randomized crossover design study examined the acute effects of a simulated school day with reduced sitting or usual sitting on adolescents' cognitive function and cardiometabolic biomarkers. Methods: Eighteen healthy school aged adolescents were recruited from the community to the study (11 males; 7 females; mean age [SD] = 13.5 ± 0.9 years). Two protocols were developed to simulate an adolescent school day, the amount of time spent sitting was manipulated reflecting: a 'typical' day (65% of the time spent sitting with two sitting bouts sitting > 20 min) and a 'reduced sitting' day (adolescents sat for 50% less time with no bouts of sitting > 20 mins). The order that participants were exposed to each condition was randomized (via random number generator). Participants were not fully blinded as they could observe the difference between conditions. Energy intake and moderate to vigorous physical activity (MVPA) were standardized for both conditions and monitored for 48 h post-condition for compensatory effects. Cognitive (working memory) and cardiometabolic outcomes (lipids, glucose, insulin, IL-6, apo-A1, apo-B, blood pressure,) were assessed pre and post for both conditions, BMI and body fat were assessed on the morning of the intervention. Data were analyzed using linear mixed models. Standardised effect sizes were calculated. Results: Compared with the typical school day, the reduced sitting day demonstrated significant positive effects for apoB/apoA-1 ratio (adjusted difference ± SD) -0.02 ± 0.03; P = 0.03; effect size [Cohen's d] = -0.67. Findings for total cholesterol -0.19 ± 0.27; P = 0.28; d = -0.71; HDL cholesterol -0.23 ± 0.50; P = 0.12 d = -0.66; and total cholesterol/HDL ratio 0.25 ± 0.53; P = 0.25; d = 0.51 and for cognition 0.64 ± 0.15; P = 0.

Objective: To explore Australian experts' views regarding strengths and gaps in school-leavers' knowledge of nutrition and food systems ( N & FS) and factors that influence that knowledge. Method: Semi-structured interviews were conducted with 21 highly experienced food-related experts in Australia. Qualitative data were analysed thematically using Attride-Stirling's thematic network framework. Results: Two global themes and several organising themes were identified. The first global theme, 'structural curriculum-based problems', emerged from three organising themes of: inconsistencies in provided food education programs at schools in Australia; insufficient coverage of food-related skills and food systems topics in school curricula; and the lack of trained school teachers. The second global theme, 'insufficient levels of school-leavers knowledge of N & FS ', was generated from four organising themes, which together described Australian school-leavers' poor knowledge of N & FS more broadly and knowledge translation problem for everyday practices. Conclusion: Study findings identified key problems relating to current school-based N & FS education programs in Australia and reported knowledge gaps in relation to N & FS among Australian school-leavers. Implications: These findings provide important guidance for N & FS curriculum development, to clearly articulate broadly-based N & FS knowledge acquisition in curriculum policy and education documents for Australian schools.

Background: Education and policy measures within schools are valuable strategies to promote health. This study explored views of experienced food-related educators, researchers and policy-makers regarding their recommended strategies to improve Australian adolescents' knowledge of nutrition and food systems (N & FS). Methods: Semi-structured interviews were conducted with twenty-one experienced food-related experts from across Australia. Interviews were conducted either by telephone or face-to-face. Recorded interviews were transcribed verbatim and analyzed thematically. Results: Five central themes and five sub-themes were identified from food professionals' suggestions for best strategies to improve adolescents' knowledge of N & FS. The central themes included: (1) specific improvements in schools' core curricula; (2) pre-service and in-service training of school teachers about N & FS; (3) training students to develop a critical mind about N & FS issues; (4) multidisciplinary collaborations to improve school-based N & FS education; and (5) a supportive N & FS education environment for students. Conclusion and implication: These findings provide a guide for curriculum developers, educational policy developers, and food educators to incorporate the suggested N & FS strategies into Australian education programs in order to improve Australian adolescents' knowledge and skills of N & FS issues. The results of this investigation also may assist the development of international N & FS curricula guides.

Background: This study aimed to investigate food experts' views on important nutrition and food systems knowledge issues for education purposes at schools in Iran. Methods: In 2012, semi-structured, face-to-face or telephone interviews were conducted with twenty-eight acknowledged Iranian experts in food and nutrition fields. Participants were selected from four major provinces in Iran (Te-hran, Isfahan, Fars and Gilan). Open-ended interview questions were used to identify nutrition and food systems knowledge issues, which experts considered as important to be included in school education programs. Qualitative interviews were analyzed thematically using NVivo. Results: A framework of knowledge that would assist Iranian students and school-leavers to make informed decisions in food-related areas was developed, comprising five major clusters and several sub-clusters. Major knowledge clusters included nutrition basics; food production; every day food-related practices; prevalent nutritional health problems in Iran and improvement of students' ethical attitudes in the food domain. Conclusion: These findings provide a guide to curriculum developers and policy makers to assess current education curricula in order to optimize students' knowledge of nutrition and food systems.

Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N & FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N & FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N & FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents' knowledge of important scientific and ethical issues in a range of N & FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing.

In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton's five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature.

Background Food consumers in the western world face many complex issues that can impinge on their current and future health. The aim of this research was to identify areas of agreement regarding the basic food knowledge required by young adults for healthy living. Method Interviews were conducted using open-ended questioning to gain a cross-section of health professionals' perspectives regarding the basic food knowledge required by young adults for healthy living. Results Key areas of agreement generated from the interviews included a need for school leavers to understand: nutritional aspects of food, food preparation and cooking skills, food safety, how to read labels, understanding of production, processing and food distribution, how to shop for food on a budget, understanding seasonal variations in food, understanding food marketing, moral and ethical issues associated with food. Conclusions This study produced a rich understanding about what food-related professionals considered necessary components of food knowledge for school leavers.

Objectives To assess the effect of a school playground intervention on the physical activity levels of primary/elementary aged children. Design Two-arm parallel group randomized controlled trial. Methods In 2011, children aged 4-13 years from thirteen primary/elementary schools (in Illawarra, New South Wales, Australia) were invited to participate in the study. School recruitment was based on existing policies, equipment and willingness to participate. Participating schools were randomly allocated to the intervention or control using the 'hat and draw' method. The intervention was delivered over four months. Intervention schools introduced policy changes and portable equipment to break-time after baseline measures were collected. The primary outcome was the proportion of break-time spent in Moderate to Vigorous Physical Activity (MVPA) assessed by the System for Observing Playground Activity in Youth (SOPLAY). The analysis involved linear mixed models adjusting for the clustering effect of schools. The study is registered with the Australian New Zealand Clinical Trials Registry (ACTRN12614001128684). Results Four schools (two intervention and two control) met the inclusion criteria (1582 children: 790 males; 267 controls, total of 792 females; 248 controls). Students from the intervention schools had a greater increase at follow-up in the proportion of break-time in MVPA; (adjusted difference = 12.5 percentage points, 95% CI [−13.0%, 38.0%]; P = 0.17; r = 0.6) compared to the controls. MVPA at recess significantly increased (adjusted difference = 18.0 percentage points, 95% CI [6.9%, 29.1%]; P = 0.02; effect size = 0.7). There were no significant increases in MVPA when examining overall break times. Results were greater for girls compared to boys. Conclusions Making environmental and policy changes are promising strategies for promoting health-enhancing physical activity during school break-time.

Sedentary behaviour has emerged as a unique determinant of health in adults. Studies in children and adolescents have been less consistent. We reviewed the evidence to determine if the total volume and patterns (i.e. breaks and bouts) of objectively measured sedentary behaviour were associated with adverse health outcomes in young people, independent of moderate-intensity to vigorous-intensity physical activity. Four electronic databases (EMBASE MEDLINE, Ovid EMBASE, PubMed and Scopus) were searched (up to 12 November 2015) to retrieve studies among 2- to 18-year-olds, which used cross-sectional, longitudinal or experimental designs, and examined associations with health outcomes (adiposity, cardio-metabolic, fitness, respiratory, bone/musculoskeletal, psychosocial, cognition/academic achievement, gross motor development and other outcomes). Based on 88 eligible observational studies, level of evidence grading and quantitative meta-analyses indicated that there is limited available evidence that the total volume or patterns of sedentary behaviour are associated with health in children and adolescents when accounting for moderate-intensity to vigorous-intensity physical activity or focusing on studies with low risk of bias. Quality evidence from studies with robust designs and methods, objective measures of sitting, examining associations for various health outcomes, is needed to better understand if the overall volume or patterns of sedentary behaviour are independent determinants of health in children and adolescents.

Background: The research to date does not present an articulated approach to ensure nutrition and food systems education is systematically implemented within schools. This paper aimed to investigate food experts' views of the best strategies to improve school-leavers' knowledge of nutrition and food systems. Methods: In this qualitative study, 28 Iranian food and nutrition experts from four major provinces (Tehran, Fars, Isfahan, and Gilan) were selected and agreed to be interviewed. Required data were collected through in-depth, semi-structured, face-to-face, or telephone interviews and were analyzed thematically using NVivo. Results: The experts' suggested strategies to improve Iranian school-leavers' knowledge of nutrition and food systems fell into three key themes: Policy, education processes, and supportive environments. Together they formed an overarching theme of a multileveled system approach for transferring knowledge. Conclusions: Development of a scaffolded education program could assist curriculum developers and policy makers to assess and update current nutrition and food systems education programs in schools. Insights gained about education initiatives in one country such as Iran can provide an important impetus to support nutrition and food system education more widely.

Aim: Telephone health behaviour change interventions have shown potential as a medium for change. The aim of the present study was to evaluate the effectiveness of a telephone behaviour change program on weight and physical activity. It was hypothesised that participants would achieve significant improvements in body mass index (BMI) and physical activity at the completion of the program and at follow up. Methods: A six-month health telephone behaviour change program was delivered by health professionals trained in health coaching methodology. Participants (n = 250) had two or more chronic disease risks, received five calls during the program and a follow up call 12-18 months after completion of the program. Results: The average participant age was 70, 72% were female and mean BMI was 28.90kg/m2. Significant improvements in BMI were reported from baseline to post-intervention (-1.70% change) and from baseline to follow up (-1.21% change). Changes in weight were significant from baseline to post-intervention (-1.67% change) and not significant from baseline to follow up (-1.25% change). Significant changes in the average number of minutes spent in moderate to vigorous intensity physical activity (MVPA) per week were reported between baseline and post-intervention and post-intervention and follow up. From baseline to follow up, the average time spent in MVPA per week increased by 157 minutes. At follow up, 86% of participants maintained or further improved their health behaviour. Conclusions: The present study demonstrated the potential effectiveness of a low-dose telephone health behaviour change program in assisting participants to change and maintain their health behaviour.

presented at Be Active 2014, 15-18 October 2014, Canberra, Australia.

presented at the 2014 Global Summit on the Physical Activity of Children, held in Toronto, May 19-22, 2014

presented at the 2014 AAHPERD National Convention and Exposition, 2-4 April 2014, St. Louis, United States

Background The benefits of physical activity to maintain optimal health and well-being in children and adolescents are undisputed. The school environment offers opportuni- ties for children to be physically active. Objective The aim of this review is to systematically examine the effects of recess-based interventions on the physical activity (PA) levels of school-aged children and adolescents. Data Sources A systematic literature search was con- ducted to identify papers reporting interventions to pro- mote PA during school recess and/or lunchtime periods. The search was conducted in six databases (PubMed, SPORTDiscusTM, Web of Science, Proquest, Cochrane and Scopus) for papers published between January 2000 and April 2011. Study Selection Articles were included in the review if (i) they reported the findings of an intervention targeting PA levels of children and/or adolescents during school recess and/or lunchtime; (ii) have a measure of PA as an outcome variable; (iii) participants were aged between 5 and 18 years; and (iv) were published in English. Methods Two authors independently searched the litera- ture using the same search strategies to identify papers reporting interventions that promote PA during school recess and lunchtime periods. Methodological quality was assessed using an adapted eight item assessment scale. The effects of the interventions were assessed with a rating system used in a recent review of interventions in youth. Results The search originally retrieved 2,265 articles. Nine published peer-reviewed journal articles met the inclusion criteria for this review. Eight studies used ran- domized controlled trials and one was a controlled trial. Three studies demonstrated high methodological quality (33%). None of the studies adequately reported the ran- domization procedure or used power calculations. Few studies reported potential confounders and three studies had less than a 6 week follow-up. Five studies demon- strated a positive intervention

Objective: This research investigates whether psychosocial and physical variables affect children's school playground physical activity levels. Methods: Self-report questionnaires, designed using social cognitive theory, surveyed nine principals, 84 teachers and 468 children from 13 regional Australian primary schools to determine which barriers affect children's school break time playground physical activity. Results: Students believed their activity was affected by: the weather (77%), lack of time (44%), bullying (21 %) and school uniforms (21 %); significant variables were: fear of bullying, fear of getting hurt, being shy, and a dislike of being active. Teachers believed children's activity was affected by a lack of: playground markings (43%), games courts (42%), staff (39%) and the potential for injury (39%); significant variables were: lack of games courts and lack of fixed and non-fixed equipment. Conclusions: The findings suggest that future research should include psychosocial and physical barriers when investigating or intervening in children's school playground physical activity.

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children’s playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children’s playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4–6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

The objective of this review is to inform Australian Government policy on the relationship between physical activity (including the amount, frequency, intensity, duration, and type) and health outcome indicators, including the risk and prevention of chronic disease and unhealthy weight gain/obesity, and to provide information to guide evidence-based recommendations that can be used to encourage healthy, active living in apparently healthy children and young people aged 5-17 years, and as a basis for monitoring physical activity on a population level.

Objective: This research investigates whether psychosocial and physical variables affect children's school playground physical activity levels. Methods: Self-report questionnaires, designed using social cognitive theory, surveyed nine principals, 84 teachers and 468 children from 13 regional Australian primary schools to determine which barriers affect children's school break time playground physical activity. Results: Students believed their activity was affected by: the weather (77%), lack of time (44%), bullying (21 %) and school uniforms (21 %); significant variables were: fear of bullying, fear of getting hurt, being shy, and a dislike of being active. Teachers believed children's activity was affected by a lack of: playground markings (43%), games courts (42%), staff (39%) and the potential for injury (39%); significant variables were: lack of games courts and lack of fixed and non-fixed equipment. Conclusions: The findings suggest that future research should include psychosocial and physical barriers when investigating or intervening in children's school playground physical activity.

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children’s playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children’s playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4–6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

Objective: This research investigates whether psychosocial and physical variables affect children's school playground physical activity levels. Methods: Self-report questionnaires, designed using social cognitive theory, surveyed nine principals, 84 teachers and 468 children from 13 regional Australian primary schools to determine which barriers affect children's school break time playground physical activity. Results: Students believed their activity was affected by: the weather (77%), lack of time (44%), bullying (21 %) and school uniforms (21 %); significant variables were: fear of bullying, fear of getting hurt, being shy, and a dislike of being active. Teachers believed children's activity was affected by a lack of: playground markings (43%), games courts (42%), staff (39%) and the potential for injury (39%); significant variables were: lack of games courts and lack of fixed and non-fixed equipment. Conclusions: The findings suggest that future research should include psychosocial and physical barriers when investigating or intervening in children's school playground physical activity.

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children’s playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children’s playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4–6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

The objective of this review is to inform Australian Government policy on the relationship between physical activity (including the amount, frequency, intensity, duration, and type) and health outcome indicators, including the risk and prevention of chronic disease and unhealthy weight gain/obesity, and to provide information to guide evidence-based recommendations that can be used to encourage healthy, active living in apparently healthy children and young people aged 5-17 years, and as a basis for monitoring physical activity on a population level.

Context: Interest has increased in examining the physical activity levels of young people during school recess. Identifying correlates of their recess physical activity behaviors is timely, and would inform school-based physical activity programming and intervention development. The review examined the correlates of children's and adolescent's physical activity during school recess periods. Evidence acquisition: Asystematicsearchofsixelectronicdatabases,referencelists,andpersonal archives identified 53 studies (47 focused on children) published between January 1990 and April 2011 that met the inclusion criteria. Data were analyzed in 2011. Correlates were categorized using the social-ecological framework. Evidence synthesis: Forty-four variables were identified across the four levels of the social- ecological framework, although few correlates were studied repeatedly at each level. Positive associ- ations were found of overall facility provision, unfixed equipment, and perceived encouragement with recess physical activity. Results revealed that boys were more active than girls. Conclusions: Providing access to school facilities, providing unfixed equipment, and identifying ways to promote encouragement for physical activity have the potential to inform strategies to increase physical activity levels during recess periods.

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high.

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high.

The school environment has an essential role in encouraging children to exercise. This study explores variables which may contribute to increased activity levels on the playground.

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high.

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high.

The school environment has an essential role in encouraging children to exercise. This study explores variables which may contribute to increased activity levels on the playground.

Declining levels of children’s physical activity may contribute to Australia’s increasing childhood obesity epidemic. School recess is an underutilized opportunity to increase children’s physical activity. Methods: Thirteen regional Australian public primary schools participated in the study (2946 children). The Children’s Activity Scanning Tool 2 (CAST2) collected observational playground physical activity data. The research also addressed: length of break, socioeconomic status (SES), gender, number of scanning days, and instrument calibration. Results: The proportions of Moderate or Vigorous Physically Activity (MVPA) children at the observed schools ranged from 0.4 to 0.7. The odds ratio of boys being MVPA relative to girls ranged from 0.8581 to 2.137. There were significant differences between the mean proportions of 3 days of activity (range P = .001 to P = .015) and no association between SES school groupings (deviance ratio: 0.48; P = .503). Interrater reliability for instrument calibration using Spearman correlations coefficients ranged from r = .71 to r = .99. Conclusions: There were significant differences between proportions of MVPA children at the 13 schools and between male and female populations. There was no association between playground physical activity and SES. The monitoring period for CAST2 should be at least 3 days. Interrater reliability indicates that correlations between observers were consistently high.