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Purpose: To assess associations between sedentary time (ST), physical activity (PA), and cardiovascular health in early childhood. Method: Cross-sectional study including 160 children (age 6.1 y [SD 0.5], 86 boys, 93 maternal body mass index ≥ 30 kg/m2, and 73 gestational diabetes) assessed for pulse wave velocity, echocardiography, ultra-high frequency 48–70 MHz vascular ultrasound, and accelerometery. Results: Boys had 385 (SD 53) minutes per day ST, 305 (SD 44) minutes per day light PA, and 81 (SD 22) minutes per day moderate to vigorous PA (MVPA). Girls had 415 (SD 50) minutes per day ST, 283 (SD 40) minutes per day light PA, and 66 (SD 19) minutes per day MVPA. In adjusted analyses, MVPA was inversely associated with resting heart rate (β = −6.6; 95% confidence interval, −12.5 to −0.7) and positively associated with left ventricular mass (β = 6.8; 1.4–12.3), radial intima-media thickness (β = 11.4; 5.4–17.5), brachial intima-media thickness (β = 8.0; 2.0–14.0), and femoral intima-media thickness (β = 1.3; 0.2–2.3). MVPA was inversely associated with body fat percentage (β = −3.4; −6.6 to −0.2), diastolic blood pressure (β = −0.05; −0.8 to −0.1), and femoral (β = −18.1; −32.4 to −0.8) and radial (β = −13.4; −24.0 to −2.9) circumferential wall stress in boys only. ST and pulse wave velocity showed no significant associations. Conclusions: In young at-risk children, MVPA is associated with cardiovascular remodeling, partly in a sex-dependant way, likely representing physiological adaptation, but ST shows no association with cardiovascular health in early childhood. [ABSTRACT FROM AUTHOR]

The World Health Organization ([WHO], 2018) encourages schools to engage with a multi-component, whole-of-school approach to physical activity promotion. However, little evidence exists describing the practices of schools that successfully promote a physically active school culture. The purpose of this study was to explore and describe the best practices of "active" secondary schools. Three schools, each in a different country (i.e. the United States, Finland, and Ireland), were identified as sites for investigation based on the presence of nationally established whole-of-school physical activity initiatives. Data were collected in one secondary school in each country and were generated from several sources including semi-structured interviews with stakeholders, field notes, three days of on-site observation, and artifact collection. Inductive analysis using open and axial coding was conducted (Corbin and Strauss, 2008). Three common themes related to best practices were evident at each site: an established school-based leader, support from the school community, and many available physical activity opportunities. Successful school-based physical activity promotion is possible if there is a motivated physical activity champion and if their promotion efforts are supported. These schools created multiple physical activity opportunities for students and have developed a strong physical activity culture.

The present study aimed to examine effects of motivational and social cognition constructs on children's leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

BackgroundInadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students' engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers' autonomy support on students' leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers' provision of autonomy support during PE promotes students' motivation and engagement in physical activity in their leisure time.MethodsThe study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53 yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71 yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data.ResultsWe found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at 1 month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions.ConclusionsCurrent findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies.Trial registrationISRCTN, ISRCTN39374060 . Registered 19 July 2018. Prospectively registered.

Background: Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom‐based PA is optimal for learning. Aim: We studied the effects of physically active maths lessons on children's maths performance and maths‐related effects, and whether gender and previous mathematical or motor skills modify these effects. Sample: A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5‐month, teacher‐led, multi‐arm, cluster‐randomized controlled trial. Methods: The intervention included a PAL group (20 min of physically active learning in each 45‐min lesson), a breaks group (two 5‐min PA breaks in each 45‐min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum‐based test. Maths‐related enjoyment, self‐perceptions and anxiety were measured with a self‐reported questionnaire. The individual‐level intervention effects were tested via covariate‐adjusted linear mixed‐effect models with school classes serving as random effects. Results: Changes in maths performance or self‐perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect.28, 95% CI =.01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. Conclusions: Physically active maths lessons did not affect maths performance or self‐perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills. [ABSTRACT FROM AUTHOR]

Background: Providing individual‐ and population‐level data on children's physical fitness (PF) is a crucial public health and education priority. However, few national fitness monitoring or surveillance systems are currently in practice internationally. We aim to summarize the current European PF monitoring and surveillance systems for school‐aged children and to provide experience‐based guidelines on how to design such systems. Methods: The FitBack network consists of experts from diverse backgrounds with the common interest to improve the accessibility of PF monitoring for young people globally. Through FitBack network, we identified and compared the national or regional PF monitoring and surveillance systems currently in operation across Europe. We formulated a 10‐step approach for designing and establishing one's own system, based on analysis of experienced strengths, weaknesses, opportunities, and threats to monitoring childhood fitness. Results: We identified a total of eight PF monitoring systems in Finland, France, Galicia of Spain, Hungary, Lithuania, Portugal, Serbia, and Slovenia. The FitBack network recommends the following steps for designing and establishing one's own system: (1) set up mission statements and aims, (2) involve stakeholders, (3) utilize scientific background, (4) governance structure, (5) ensure sufficient funding, (6) data management planning, (7) provide meaningful feedback, (8) conduct pilot testing, (9) plan implementation process, and (10) invest in communication with stakeholders. Conclusions: This study provides an updated overview of the best practices for school‐aged children's fitness monitoring and surveillance in Europe. Additionally, it offers a 10‐step approach to assist in the creation of similar systems in Europe or globally. [ABSTRACT FROM AUTHOR]

Background: To examine if major life changes over a 4-year period among 34- to 49-year-old adults (mean = 41.8, SD = 5.0) were associated with a change in physical activity in men (37.7%) and women (62.3%). Methods: Daily steps and aerobic steps (steps that lasted for at least 10 min without interruption at a pace of >60 steps/min) were collected from 1051 participants in 2007 and 2011. Changes in marital status, work status, and residence and the birth of a child were determined from both time points. A latent change score model was used to examine mean changes in daily total steps, aerobic steps, and nonaerobic steps (total steps minus aerobic steps). Results: Women who had a first child in the 4-year period had a decrease in their nonaerobic steps (P = .001). Men who divorced in the 4-year period had a decrease in their nonaerobic steps (P = .020), whereas women who recoupled decreased their total steps (P = .030). Conclusions: Counseling for parents having a first child on how to increase physical activity in their everyday life could potentially have an influence on an individual's physical activity. [ABSTRACT FROM AUTHOR]

Purpose: To investigate the validity and test–retest reliability of a single seven-level scale physical activity assessment question (SR-PA L7) and its three-level categorization (SR-PA C3). Methods: The associations of SR-PA L7 and C3 with accelerometer-measured leisure-time physical activity (ACC-LTPA) and with the results of four different physical performance tests (6-min walk [n = 733], knee extension [n = 695], vertical jump [n = 731], and grip force [n = 780]) were investigated among women aged 47–55 years participating in the Estrogenic Regulation of Muscle Apoptosis study (n = 795). The reliability was studied using Spearman correlations with 4-month test–retest period (n = 152). Results: SR-PA L7 and C3 had low correlations with ACC-LTPA (rs =.105–.337). SR-PA L7, SR-PA C3, and ACC-LTPA explained comparable but small amount of variance of the physical performance test results. The reliability analysis provided moderate agreement (rs =.707 and.622 for SR-PA L7 and C3, respectively). Conclusions: SR-PA L7 and C3 demonstrated limited validity and reasonable repeatability. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to examine trajectories of leisure-time physical activity (LTPA) and televisionviewing (TV) time and their associations in adults over 10 years. Methods: The sample comprised 2934 participants (men, 46.0%) aged 24-39 years in 2001 and they were followed up for 10 years. LTPA and TV time were assessed using self-report questionnaires in 2001, 2007, and 2011. Longitudinal LTPA and TV-time trajectories and their interactions were analyzed with mixturemodeling. Results: Three LTPA (persistently highly active, 15.8%; persistentlymoderately active, 60.8%; and persistently low active, 23.5%) and 4 TV time (consistently low, 38.6%; consistently moderate, 48.2%; consistently high, 11.7%; and consistently very high, 1.5%) trajectory classes were identified. Persistently highly active women had a lower probability of consistently high TV time than persistently low-active women (P = .02), whereas men who were persistently highly active had a higher probability of consistently moderate TV time and a lower probability of consistently low TV time than their persistently low-active counterparts (P = .03 and P = .01, respectively). Conclusions: Maintaining high LTPA levels were accompanied by less TV over time in women, but not in men. The associations were partially explained by education, body mass index, and smoking. [ABSTRACT FROM AUTHOR]