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Background: Emerging evidence suggests that Indigenous children have higher physical activity levels that non-Indigenous children, yet little is known of the factors that influence these levels or how they may be optimized. This study examines correlates of achieving =1 hour/day of physical activity among Indigenous Australian children aged 8-13 years. Methods: Data were collected through parental self-report in the Longitudinal Study of Indigenous Children. Proportions of children achieving =1 hour/day physical activity, approximating the Australian aerobic physical activity recommendations, were calculated, and associations with sociodemographic, family composition, and movement-related factors were quantified using multiple logistic regression analyses. Results: Half of the 1233 children achieved =1 hour/day physical activity. Children from families with low parental education and unemployment, remote residence, low socioeconomic status, and without a father in the household were more likely to meet the recommendations. Achieving =1 hour/day of physical activity was also associated with low levels of playing electronic games and total screen time. Conclusions: Sociodemographic correlates of physical activity among Indigenous Australian children run counter to those typically found in non-Indigenous Australian children. Further longitudinal examination of the predictors of these associations would provide a greater understanding of Indigenous physical activity determinants, to inform strategies to facilitate participation. [ABSTRACT FROM AUTHOR]

Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper draws upon data collected from a critical discourse analysis of CrossFit Kids Magazine (CFKM) and examines how children in/and physical activity are represented in this contemporary sporting (con)text. I propose that the magazine promotes physical activity among children and youth but in so doing relies upon and actively (re)produces certain ideas and beliefs about children and about parenting. In CFKM, children are constructed as uniquely vulnerable, "at-risk," subjects but also as "in-progress" future citizens and CrossFit Kids programs are positioned as a purchasable tool that parents can use to mitigate myriad risks that threaten their children. In this way, CFKM promotes active children and proactive parents and functions as a prescriptive and proscriptive text regarding exercise, parenting, and individual risk management. [ABSTRACT FROM AUTHOR]

Concern that children are not engaging in enough physical activity (PA) to bring about health benefits is a crisis globally. This paper aims to examine primary school-based PA initiatives from within an English context. A qualitative inquiry was adopted and underpinned by the socio-ecological model. The study was presented through a realist case study of three selected primary schools to reveal a collection of context-mechanism-outcome statements across five levels of the socio-ecological model (individual, interpersonal, institutional, community and policy). The findings highlighted a multi-layered interaction of PA within the school setting as well as the school's own relationships with external influences. Three key components emerged from the research findings; these included the (1) teacher's unintentional facilitation of simple PA in classroom settings, (2) innovative uses of community networks as an additional resource to schools and (3) the uncovering of a complexity of external influences from home, community and policies on school-based initiatives. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine the advantages and the disadvantages of the strength training for children. It's important to know, what the effects are, of this type of training program, on the preadolescents and adolescents. Rumors and misinformation have helped persuade many to disapprove of preadolescent strength training. This is changing, however, as new knowledge replaces old misconceptions. Finally, we can concluded, that the children strength training program is efficient and without risks, if it is conducted with proper supervision after the principles of gradually loading. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to determine if the Go Nutrition and Physical Activity Self-Assessment in Child Care (Go NAP SACC) intervention was effective in improving best practices in the areas of infant and child physical activity and outdoor play and learning in family child care homes (FCCHs) in Nebraska. Methods: FCCHs (n = 201) participated in a pre–post evaluation using the Infant and Child Physical Activity and Outdoor Play and Learning assessments from the Go NAP SACC validated measure to assess compliance with best practices. Results: At post, FCCHs demonstrated significant differences in 85% of the Infant and Child Physical Activity items (17 of 20) and 80% of the Outdoor Play and Learning items (12 of 15). Significant differences in best practices between urban and rural FCCH providers were also found. Conclusion: Go NAP SACC appears to be an effective intervention in Nebraska as, after participation in the initiative, providers were improving child care physical activity best practices. Additional research is needed to objectively determine if these changes resulted in objective improvements in children's physical activity levels. Further, efforts are needed to develop and/or identify geographic-specific resources for continued improvement. [ABSTRACT FROM AUTHOR]

Background: Direct observation protocols may introduce variability in physical activity estimates. Methods: Thirty-five physical education lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT). A multistep process examined variability in moderate to vigorous physical activity (MVPA%; walking + vigorous/total scans). Initially, per-SOFIT protocol MVPA% (MVPA%SOFIT) estimates were produced for each lesson. Second, true MVPA% (mean MVPA% of all students using all observations, MVPA%true) estimates were calculated. Third, MVPA% (MVPA%perm) was calculated based on all permutations of students and observation order. Fourth, physical education lessons were divided into 2 groups with 5 lessons from each group randomly selected 10,000 times. Group MVPA%perm differences between the 10 selected lessons were compared with the MVPA%true difference between group 1 and group 2. Results: Across all lessons, 10,212,600 permutations were possible (average 291,789 combinations per lesson; range = 73,440–570,024). Across lessons, the average absolute difference between MVPA%true and MVPA%SOFIT estimates was ±4.8% (range = 0.1%–17.5%). Permutations, based on students selected and observation order, indicated that the mean range of MVPA%perm estimates was 41.6% within a lesson (range = 29.8%–55.9%). Differences in MVPA% estimates between the randomly selected groups of lessons varied by 32.0%. Conclusion: MVPA% estimates from focal child observation should be interpreted with caution. [ABSTRACT FROM AUTHOR]

Background: Physically active learning that combines physical activity with core curriculum areas is emerging in school-based health interventions. This study investigates the effectiveness of learning an important numeracy skill of times tables (TT) while concurrently engaging in aerobic activity compared with a seated classroom approach. Methods: Grade-4 primary school students were randomly allocated to physical activity (P) or classroom (C) groups and received the alternate condition in the following term. P group received moderate to vigorous exercise (20 min, 3 times per week, 6 wk) while simultaneously learning selected TT. C group received similar learning, but seated. Changes in TT accuracy, general numeracy, aerobic fitness, and body mass index were assessed. Data were expressed as mean (SEM) and between-condition effect size (ES; 95% confidence interval). Results: Participants [N = 85; 55% male, 9.8 (0.3) y, 36.4% overweight/obese] improved similarly on TT in both conditions [C group: 2.2% (1.1%); P group: 2.5% (1.3%); ES = 0.03; -0.30 to 0.36; P = .86]. Improvement in general numeracy was significantly greater for P group than C group [C group: 0.7% (1.2%); P group: 5.3% (1.4%); ES = 0.42; 0.08 to 0.75; P < .03]. An improvement in aerobic fitness for P group (P < .01) was not significantly greater than C group [C group: 0.8 (0.6); P group: 2.2 (0.5) mL·kg·min-1; ES = 0.32; -0.01 to 0.66; P = .06]. Body mass index was unchanged. Conclusion: Combined movement with learning TT was effective. Physically active learning paradigms may contribute to meeting daily physical activity guidelines while supporting or even boosting learning. [ABSTRACT FROM AUTHOR]

Background:Obesity is considered to impact physical fitness in children. There is scarce data on indices of physical fitness in Indian children with simple obesity We aimed to determine the effects of weight status on indices of physical fitness in North Indian children with simple obesity. Methods: Vital parameters such as blood pressure, pulse rate, respiratory rate, and rate of perceived exertionwere measured before and after the six-minute walk test (6MWT) in obese children (BMI =95th percentile) (Group 2, n=70) aged 5-15 years and were compared to non-obese children (BMI 25th to 75th percentile) (Group 1, n=70). President's Challenge Fitness test was used to measure the physical fitness of each subject. Results: The mean age, weight and BMI of children in Group 1 and Group 2 were 9.07±2.88 and 8.93±3.13, 27.42±12.08 and 48.87±17.89 and 16.54±4.26 and 27.30±5.2, respectively. The mean blood pressure recorded before 6MWT was similar in the two groups but pulse rate, respiratory rate, and BORG scale values were higher in Group 2. Children in Group 2 also showed significant elevation of vital parameters compared to Group 1 after the 6MWT. Additionally, children in Group 2 performed poorly in all the physical fitness parameters compared to those in Group 1 following the President's Challenge Fitness test. Conclusions: Children with obesity showed several alterations in vital parameters and indices of physical fitness. Further studies are required to access the effect of interventions aimed at improving the physical fitness in children with obesity. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to examine the acute effects of intermittent physical activity (2-min bouts of varying intensities) on psychological mood and enjoyment in elementary school-age children and to examine the effect of weight status on these psychological outcomes. Methods: A total of 39 children (healthy weight, n = 26; overweight/obese, n = 13) completed 4 experimental conditions in random order, which consisted of 8 hours of sitting interrupted with 20 two-minute low-, moderate-, or high-intensity activity breaks or 20 two-minute screen-time breaks. Mood was assessed using the Feeling Scale immediately following each break. Enjoyment was assessed using the Physical Activity Enjoyment Scale immediately following 10 and 20 breaks. Results: Mood was significantly higher during the sedentary versus active conditions (P < .01). Overweight/obese children reported lower mood scores compared with healthy weight children at the initiation of the low- (P < .05) and high-intensity conditions (P < .001) but experienced improvements in mood throughout the day in all 3 active conditions (P = .02). Enjoyment was significantly higher after completing the active versus sedentary conditions (P = .02). Conclusion: These findings suggest that both healthy weight and overweight/obese children felt better immediately after engaging in screen-time breaks but subsequently rated the activity breaks as more enjoyable compared with screen-time breaks. [ABSTRACT FROM AUTHOR]

Objective: To examine the volume of television toy advertising targeting Canadian children and to determine if it promotes active or sedentary play, targets males or females more frequently, and has changed over time. Methods: Data for toy/game advertising from 27 television stations in Toronto for the month of May in 2006 and 2013 were licensed from Neilsen Media Research (Montreal, Quebec, Canada). A content analysis was performed on all ads to determine what age group and gender were targeted and whether physical or sedentary activity was being promoted. Comparisons were made between 2006 and 2013. Results: There were 3.35 toy ads/h/children's specialty station in 2013 (a 15% increase from 2006). About 88% of toy ads promoted sedentary play in 2013, a 27% increase from 2006 levels, while toy ads promoting active play decreased by 33%. In both 2006 and 2013, a greater number of sedentary toy ads targeted males (n = 1519, May 2006; n = 2030, May 2013) compared with females (n = 914, May 2006; n = 1619, May 2013), and between 2006 and 2013, these ads increased significantly for both males and females. Conclusion: Future research should explore whether such advertising influences children's preferences for activities and levels of physical activity. [ABSTRACT FROM AUTHOR]

Background: Many mothers and young children are not meeting physical activity guidelines. Parent-child coparticipation in physical activity (ie, shared physical activity) provides opportunities for social modeling and might be associated with child physical activity. There is very little information about shared physical activity using objective measures. Methods: Participants (N = 17 mother-young child dyads) completed a demographic survey and height/weight measurements, and wore a Bluetooth® accelerometer for 1 week. Accelerometers were initialized using the proximity function to yield both individual and proximity [a minute-by-minute log of whether the 2 accelerometers were in-or out-of-range (~50 m or less)] data. Shared physical activity was calculated in MATLAB by overlaying individual and proximity accelerometer data. Results: Mother-child dyads spent approximately 2 hours per day in shared time that was mostly shared sedentary activities. Less than 1% of shared minutes per day were spent in shared moderate to vigorous physical activity. Conclusions: Mothers and young children spent a small portion of their day in shared activities. Most mother-child shared time was spent in sedentary or light activities rather than moderate to vigorous physical activity. This method for objectively measuring shared physical activity provides novel information about the context in which physical activity occurs and could be used to understand patterns of physical activity among other dyads. [ABSTRACT FROM AUTHOR]

Purpose: The present study examined whether groups of children with different physical fitness and fitness enjoyment profiles could be identified and, if so, whether the different groups varied from one another in terms of organized sports participation. Method: Five hundred and fifty-eight 8–11-year-olds (56.99% boys) participated in this cross-sectional study. Physical fitness and fitness enjoyment were assessed with seven items from a standardized test battery and a pictorial scale containing pictures referring to the enjoyment in those seven physical fitness tests, respectively. To examine whether groups with different fitness and enjoyment profiles could be identified, we conducted cluster analyses based on children's standardized physical fitness and fitness enjoyment scores. A two-way ANCOVA (sex*cluster) was conducted to investigate differences in weekly organized sports participation among each of the identified groups while controlling for age. Results: Cluster analyses revealed two groups with aligned levels of physical fitness and fitness enjoyment (i.e., relatively low-low and relatively high-high) and two groups with unaligned levels (i.e., relatively low-moderate and relatively high-moderate), respectively. Both groups with relatively high fitness scores were found to spend significantly more time in organized sports (M = 2.01 h and 2.29 h, respectively) than the two groups with relatively low fitness scores (M = 1.08 h and 0.98 h, respectively), irrespective of their enjoyment levels. Conclusion: Increasing physical fitness levels (especially among those children with suboptimal enjoyment levels) may lead to increased organized sports participation, while increased organized sports participation in its turn may lead to higher fitness levels. As such, participation in sports programs should be promoted in children of all age groups. [ABSTRACT FROM AUTHOR]

Background: The Venezuelan Report Card on Physical Activity for Children and Youth is the first assessment of information related to physical activity in Venezuela. It provides a compilation of existing information throughout the country and assesses how well it is doing at promoting opportunities for children and youth. The aim of this article is to summarize the information available. Methods: Thirteen physical activity indicators were graded by a committee of experts using letters A to F (A, the highest, to F, the lowest) based on national surveys, peer review studies, and policy documents. Results: Some indicators report incomplete information or a lack of data. Overweight and Obesity were classified as A; Body Composition and Nongovernmental Organization Policies as B; Municipal Level Policies as C; and Overall Physical Activity Levels and National Level Policies as D. Conclusions: 63% of children and youth have low physical activity levels. Venezuela needs to undergo a process of articulation between the several existing initiatives, and for said purposes, political will and a methodological effort is required. Investments, infrastructure, and opportunities will be more equal for all children and youth if more cooperation between institutions is developed and communication strategies are applied. [ABSTRACT FROM AUTHOR]

The Active Healthy Kids Global Alliance organized the concurrent preparation of Report Cards on the physical activity of children and youth in 38 countries from 6 continents (representing 60% of the world's population). Nine common indicators were used (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments), and all Report Cards were generated through a harmonized development process and a standardized grading framework (from A = excellent, to F = failing). The 38 Report Cards were presented at the International Congress on Physical Activity and Public Health in Bangkok, Thailand on November 16, 2016. The consolidated findings are summarized in the form of a Global Matrix demonstrating substantial variation in grades both within and across countries. Countries that lead in certain indicators often lag in others. Average grades for both Overall Physical Activity and Sedentary Behavior around the world are D (low/poor). In contrast, the average grade for indicators related to supports for physical activity was C. Lower-income countries generally had better grades on Overall Physical Activity, Active Transportation, and Sedentary Behaviors compared with higher-income countries, yet worse grades for supports from Family and Peers, Community and the Built Environment, and Government Strategies and Investments. Average grades for all indicators combined were highest (best) in Denmark, Slovenia, and the Netherlands. Many surveillance and research gaps were apparent, especially for the Active Play and Family and Peers indicators. International cooperation and cross-fertilization is encouraged to address existing challenges, understand underlying determinants, conceive innovative solutions, and mitigate the global childhood inactivity crisis. The paradox of higher physical activity and lower sedentary behavior in countries reporting poorer infrastructure, and lower physical activity and higher sedentary behavior in countries reporting better infrastructure, suggests that autonomy to play, travel, or chore requirements and/or fewer attractive sedentary pursuits, rather than infrastructure and structured activities, may facilitate higher levels of physical activity. [ABSTRACT FROM AUTHOR]

Background: This article describes the procedures and development of the 2016 Mozambican Report Card on Physical Activity for Children and Adolescents. Methods: Following the procedures adopted in 2014 for that year's report card, comprehensive searches on new data related to indicators of physical activity (PA) were done. A committee composed of physical activity and sports specialists graded each indicator consistent with the process and methodology outlined by the Active Healthy Kids Canada Report Card model. Results: Nine indicators of PA were graded. Compared with 2014 there were several differences which were caused by changes in the country as well as a more effective evaluation from the committee. The following grades were assigned: Overall Physical Activity Levels, C; Organized Sport Participation, F; Active Play, D; Active Transportation, C; Schools, D; Community and the Built Environment, F; and Government, F. Sedentary Behaviors and Family and Peers were graded Incomplete due to the lack of available information. Conclusion: The decline of the PA habits in urban centers reported in 2014 are accentuated and is influencing the rural areas in several ways. At present, there is no strategy or effective action from authorities to reverse this negative trend. [ABSTRACT FROM AUTHOR]

Background: The first Danish Report Card on Physical Activity (PA) for Children and Youth describes Denmark's efforts in promoting and facilitating PA and PA opportunities for children and youth. Methods: The report card relies primarily on a synthesis of the best available research and policy strategies identified by the Report Card Research Committee consisting of a wide presentation of researchers and experts within PA health behaviors and policy development. The work was coordinated by Research and Innovation Centre for Human Movement and Learning situated at the University of Southern Denmark and the University College Lillebaelt. Nine PA indicators were graded using the Active Healthy Kids Canada Report Card development process. Results: Grades from A (highest) to F (lowest) varied in Denmark as follows: 1) Overall Physical Activity (D+), 2) Organized Sport Participation (A), 3) Active Play (INC; incomplete), 4) Active Transportation (B), 5) Sedentary Behaviors (INC), 6) Family and Peers (INC), 7) School (B), 8) Community and the Built Environment (B+), and 9) Government strategies and investments (A-). Conclusion: A large proportion of children in Denmark do not meet the recommendations for PA despite the favorable investments and intensions from the government to create good facilities and promote PA. [ABSTRACT FROM AUTHOR]

Background: We present results of the 2016 Healthy Active Kids South Africa (HAKSA) Report Card on the current status of physical activity (PA) and nutrition in South African youth. The context in which we interpret the findings is that participation in PA is a fundamental human right, along with the right to "attainment of the highest standard of health." Methods: The HAKSA 2016 Writing Group was comprised of 33 authorities in physical education, exercise science, nutrition, public health, and journalism. The search strategy was based on peer-reviewed manuscripts, dissertations, and 'gray' literature. The core PA indicators are Overall Physical Activity Level; Organized Sport Participation; Active and Outdoor Play; Active Transportation; Sedentary Behaviors; Family and Peer Influences; School; Community and the Built Environment; and National Government Policy, Strategies, and Investment. In addition, we reported on Physical Fitness and Motor Proficiency separately. We also reported on nutrition indicators including Overweight and Under-nutrition along with certain key behaviors such as Fruit and Vegetable Intake, and policies and programs including School Nutrition Programs and Tuck Shops. Data were extracted and grades assigned after consensus was reached. Grades were assigned to each indicator ranging from an A, succeeding with a large majority of children and youth (81% to 100%); B, succeeding with well over half of children and youth (61% to 80%); C, succeeding with about half of children and youth (41% to 60%); D, succeeding with less than half but some children and youth (21% to 40%); and F, succeeding with very few children and youth (0% to 20%); INC is inconclusive. Results: Overall PA levels received a C grade, as we are succeeding with more than 50% of children meeting recommendations. Organized Sports Participation also received a C, and Government Policies remain promising, receiving a B. Screen time and sedentary behavior were a major concern. Under- and over-weight were highlighted and, as overweight is on the rise, received a D grade. Conclusion: In particular, issues of food security, obesogenic environments, and access to activity-supportive environments should guide social mobilization downstream and policy upstream. There is an urgent need for practice-based evidence based on evaluation of existing, scaled up interventions. [ABSTRACT FROM AUTHOR]

Background: South Korea's 2016 Report Card on Physical Activity for Children and Youth is the first assessment of physical activity according to the indicators set by Active Healthy Kids Global Alliance. Methods: National surveys were used as preferred sources of data. This was then supported by peer-reviewed papers and government reports identified by a systematic search of the literature written in English or Korean. A Research Working Group then graded indicators based on the collected evidence. Results: Each indicator was graded as follows: Overall Physical Activity, D-; Organized Sport and Physical Activity Participation, C-; Active Transport, C+; Sedentary Behavior, F; School, D; Government and Investment, C; Active Play, Physical Literacy, Family and Peers, and Community and Built Environment were graded INC (incomplete) due to lack of available evidence. Conclusions: Though the final grades of key indicators for South Korean children and youth are not satisfactory, increasing interests and investments have been demonstrated at a national level. More evidence is required for comprehensive assessment on all indicators to better inform policy and practice. This should be accompanied by the use of consistent criteria to contribute to global efforts for active healthy kids. [ABSTRACT FROM AUTHOR]

Background: Very few studies have comprehensively analyzed the physical activity of children and adolescents in Brazil. The purpose of this article is to show the methodology and summarize findings from the first Brazilian Report Card on Physical Activity for Children and Youth. Methods: Three Brazilian research institutions coordinated the activities to develop the Brazilian 2016 Report Card. The data available were collected independently and then synthesized by the Research Work Group using the grade system developed for the First Global Matrix released in 2014, which included 9 indicators of physical activity. Where possible, grades were assigned based on the percentage of children and youth meeting each indicator: A is 81% to 100%; B is 61% to 80%; C is 41% to 60%; D is 21% to 40%; F is 0% to 20%; INC is incomplete data. Results: Among the 9 indicators, only 5 had sufficient data for grading. Overall Physical Activity received a C-grade, Active Transportation received a C+ grade, Sedentary Behavior received a D+ grade, and Government Strategies and Investments received a D grade. Conclusion: The low grades observed highlight the need for continued efforts aimed at improving physical activity in Brazilian children. [ABSTRACT FROM AUTHOR]

Background: The first Qatar Active Healthy Kids (QAHK) Report Card was developed in 2015-2016. It is a synthesis of the available evidence on physical activity in children and youth in the state of Qatar-an assessment of the state of the nation. The report card is important for future physical activity advocacy, policy, and program development. Methods: The QAHK Report Card was inspired by the Active Healthy Kids Scotland 2013 Report Card. The methodology used in Scotland's report card was adapted for Qatar. A Working Group identified indicators for physical activity and related health behaviors, and evaluated the available data on these indicators. The card grades were determined by the percentage of children meeting guidelines or recommendations. Results: The 2016 QAHK Report Card consisted of 9 indicators: 6 Physical Activity and Health Behaviors and Outcomes, and 3 Settings and Influences on these health behaviors and outcomes. The indicator National Policy, Strategy, and Investment was assigned the highest grade (B). Four indicators were assigned D grades: Sedentary Behavior, Dietary Habits, Organized Sports Participation, and Family and Peer Influence. Physical Activity and Obesity were both graded F. Two indicators could not be graded due to insufficient data and/or absence of a recommendation: Active and Outdoor Play, and Community and School Influence. Conclusion: The QAHK Report Card identified weaknesses and gaps in the evidence on physical activity and health in children and youth in Qatar. The quality of evidence was poor for some indicators, with some data collection methods of limited validity and reliability, or only available for a limited age range, so the grades are best estimates of the current situation in Qatar. Future surveys and research using objective physical activity measures will support the development of a second QAHK Report Card by 2018. [ABSTRACT FROM AUTHOR]

Background: Physical inactivity in children and youth in India is a major public health problem. The 2016 Indian Report Card on Physical Activity for Children and Youth has been conceptualized to highlight this epidemic by appraising behaviors, contexts, strategies, and investments related to physical activity of Indian children and youth. Methods: An international research collaboration resulted in the formation of a Research Working Group (RWG). RWG determined key indicators; identified, synthesized, and analyzed existing evidence; developed criteria for assigning grades; and, finally, assigned grades to indicators based on consensus. Results: Overall Physical Activity Levels were assigned a grade of C-. Active Transportation and Sedentary Behaviors were both assigned a grade of C. Government Strategies and Investments was assigned a grade of D. Six other indicators, including the country-specific indicator Physical Fitness, were graded as INC (incomplete) due to the lack of nationally representative evidence. Conclusions: Based on existing evidence, it appears that most Indian children do not achieve recommended levels of physical activity and spend most of their day in sedentary pursuits. The report card identifies gaps in both investments and research that need to be addressed before understanding the complete picture of active living in children and youth in India. [ABSTRACT FROM AUTHOR]

Background: The 2016 United States (U.S.) Report Card on Physical Activity for Children and Youth provides a comprehensive evaluation of physical activity levels and factors influencing physical activity among children and youth. Methods: The report card includes 10 indicators: Overall Physical Activity, Sedentary Behavior, Active Transportation, Organized Sport Participation, Active Play, Health-related Fitness, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments. Nationally representative data were used to evaluate the indicators using a standard grading rubric. Results: Sufficient data were available to assign grades to 7 of the indicators, and these ranged from B- for Community and the Built Environment to F for Active Transportation. Overall Physical Activity received a grade of D- due to the low prevalence of meeting physical activity guidelines. A grade of D was assigned to Health-related Fitness, reflecting the low prevalence of meeting cardiorespiratory fitness standards. Disparities across age, gender, racial/ethnic and socioeconomic groups were observed for several indicators. Conclusions: Continued poor grades suggest that additional work is required to provide opportunities for U.S. children to be physically active. The observed disparities indicate that special attention should be given to girls, minorities, and those from lower socioeconomic groups when implementing intervention strategies. [ABSTRACT FROM AUTHOR]

Background: Poland's 2016 Report Card on Physical Activity for Children and Youth is the first assessment of child and youth physical activity (PA) in Poland using the Active Healthy Kids Global Alliance grading system. The main goal was to summarize and describe the current state of child and youth PA to increase awareness and surveillance. Methods: The systematic methodology that underpins the Active Healthy Kids Canada Report Card was adapted and applied to the Polish report card. The best available data were consolidated, reviewed by a group of experts, and used to assign the letter grades to 9 core PA indicators on a scale ranging from A (highest) to F (lowest). Results: The 9 indicators were graded as such: 1) Overall Physical Activity (D), 2) Organized Sport Participation (C), 3) Active Play (INC), 4) Active Transportation (C), 5) Sedentary Behaviors (D), 6) Family and Peers (C), 7) School (B), 8) Community and the Built Environment (C), and 9) Government Strategies and Investments (C). Conclusions: The final grades show a strong role of school in providing PA for children and youth in Poland. However, promotion of school-based sport participation appears to be insufficient by itself to sustainably promote PA in this group. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) is vital to the holistic development of young people. Regular participation in PA is associated with substantial benefits for health, cognitive function, and social inclusion. Recognizing the potential of PA in the context of the current peace process in Colombia, the purpose of this article is to present the methodology and results of Colombia's second Report Card on PA for children and youth. Methods: A group of experts on PA graded 14 PA indicators based on data from national surveys and policy documents. Results: National and departmental policy indicators received a grade of B, while organized sport participation, overweight, obesity, community influence, and nongovernment initiatives indicators received a grade of C. Overall PA levels, active transportation, sedentary behaviors, and school influence received a grade of D. Active play, low physical fitness, and family influence received an Incomplete grade. Conclusion: PA levels are low and sedentary behaviors are high in Colombian children and youth, with notable geographic differences. A broad policy framework translated into specific actions could provide unique opportunities to bridge the gap between knowledge and practice, and contribute to social integration goals in a postconflict setting. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) is recognized as one of the core modifiable risk factors of noncommunicable diseases. However, little is known about PA in the Thai population, particularly in children. The report card (RC) project provided Thailand with an opportunity to assess PA behaviors in children. This paper summarizes the methodology, grading process, and the final grades of the Thai RC. Methods: A school-based survey was conducted to collect data from a nationally representative sample of children aged 6 to 17 years. Survey results provided the primary source for the RC. Nine indicators were graded using the Global Matrix 2.0 framework. Grading was undertaken by a national committee comprising experts from key stakeholders. Results: Grades ranged from F to B. Overall PA and Sedentary Behaviors both received the grade D-. Organized Sport Participation scored a C. Active Play scored the grade F. Active Transport and support from Family and Peers were both graded B. School, Community, and Government indicators were scored C. Conclusions: In Thai children, participation in PA and active play is very low; conversely, sedentary behaviors are high. These first data on patterns of activity for the Thailand RC will serve to guide national actions and advocacy aimed at increasing PA in children. [ABSTRACT FROM AUTHOR]

Background: The 2016 Chilean Report Card on Physical Activity for Children and Youth is a review of the evidence across indicators of behaviors, settings, and sources of influence associated with physical activity (PA) of Chilean children and youth. Methods: A Research Work Group reviewed available evidence from publications, surveys, government documents and datasets to assign a grade for 11 indicators for PA behavior based on the percentage of compliance for defined benchmarks. Grades were defined as follows: A, 81% to 100% of children accomplishing a given benchmark; B, 61% to 80%; C, 41% to 60%; D, 21% to 40%; F, 0% to 20%; INC, incomplete data available to assign score. Results: Grades assigned were for i) 'Behaviors that contribute to overall PA levels': Overall PA, F; Organized Sport Participation, D; Active Play, INC; and Active Transportation, C-; ii) 'Factors associated with cardiometabolic risk': Sedentary Behavior, D; Overweight and Obesity, F; Fitness, F; and iii) 'Factors that influence PA': Family and Peers, D; School, D; Community and Built Environment, C; Government Strategies and Investments, C. Conclusions: Chile faces a major challenge as most PA indicators scored low. There were clear research and information gaps that need to be filled with the implementation of consistent and regular data collection methods. [ABSTRACT FROM AUTHOR]

Background: This is the first assessment of the Republic of Slovenia's efforts to synthesize and report physical activity (PA) standards for children and youth following the Active Healthy Kids Global Alliance grading system model. Methods: The Republic of Slovenia Report Card relies on research findings published in peer-reviewed journals, data compiled from national databases, and government initiatives which have been monitoring physical fitness standards in schools for the past 34 years (SLOfit and ACDSi). The Report Card initiative has been jointly coordinated by the University of Primorska and the University of Ljubljana. A Research Work Group consisting of 12 representatives from various aspects of Slovenia's public, private, and government sectors convened to evaluate evidence and assign grades for each PA indicator. Results: Grades (A, highest, to F, lowest; INC, incomplete) for Slovenia are as follows: Overall Physical Activity (A-), Organized Sport Participation (B-), Active Play (D), Active Transportation (C), Sedentary Behaviors (B+), Family and Peers (INC), Schools (A), Community and the Built Environment (INC), and Government (B+). Conclusion: This inclusive PA report indicates that overall physical activity minutes remain high in Slovenian children and youth; however, more research is needed to determine the effects of family life, peer influences, and the built environment on active play behaviors. [ABSTRACT FROM AUTHOR]

Background: The 2016 Mexican Report Card on Physical Activity for Children and Youth aims to assess how Mexico is doing in terms of providing physical activity (PA) opportunities for Mexican children and youth. The purpose of this article is to summarize results from the Mexican 2016 Report Card. Methods: A literature search was conducted in Spanish and English languages using major databases, and complemented with a review of government/nongovernment documents, websites, and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. A team of Mexican experts met to discuss and assign a grade on each indicator based on the best available evidence and established benchmarks. Results: Daily behaviors grades were Overall PA (C), Organized Sport Participation (D), Active Play (D-), Active Transportation (C), and Sedentary Behavior (D). For Settings and Sources of Influence, grades were Family and Peers (INC), School (D-), and Community and Environment (D). Strategies and Investments grades were Government Strategies (C) and Non-Government (F). Conclusions: PA and sedentary behaviors among Mexican children and youth remain below the recommended levels. Government and communities are far from providing appropriate and sufficient physical activity opportunities for children and youth. [ABSTRACT FROM AUTHOR]