Predictors of change differ for moderate and vigorous intensity physical activity and for weekdays and weekends: a longitudinal analysis

Kirsten Corder1,2*, Christopher Craggs1,2, Andrew P Jones1,3, Ulf Ekelund2,4, Simon J Griffin1,2
and Esther MF van Sluijs

Abstract
Background: Predictors of physical activity (PA) change are rarely investigated separately for different PA intensities and
for weekdays/weekends. We investigated whether individual-level predictors of one-year change in objectively-measured
physical activity differ for moderate PA (MPA) and vigorous PA (VPA) and for weekends and weekdays.
Methods: Accelerometer-assessed PA (mins) was obtained at baseline and +1 year (n = 875, 41.5% male, Mean ±
SD baseline age: 9.8 ± 0.4 years-old). Potential predictors (n = 38) were assessed at baseline from psychological
(e.g. self-efficacy), socio-cultural (e.g. parent support) and environmental domains (e.g. land use). Associations between
predictors and change in MPA (2000–3999 counts/minute (cpm)) and VPA (≥4000 cpm) separately for weekdays and
weekends were studied using multi-level linear regression. Analyses were adjusted for school clustering, sex and
baseline PA.
Results: Weekend PA declined (MPA decline 4.6 ± 21.8 mins/day; VPA decline: 2.1 ± 20.1 mins/day; both p < 0.001)
whereas weekday PA did not significantly change. Higher baseline PA and being a girl were associated with greater PA
declines in all four outcomes; remaining predictors differed for MPA and VPA and/or weekdays and weekends. Family
logistic support was associated with less of a decline in weekend MPA (CI 95%) 0.15 (0.05, 0.25) and VPA 0.19 (0.09,
0.29), and peer support with less of a decline in weekday MPA 0.18 (0.02, 0.34) and VPA 0.22 (0.06, 0.38).
Conclusions: Results highlight the relevance of investigating predictors of PA change separately for different PA
intensities and for weekdays/weekends. In addition to continued focus on school PA promotion, more effort to target
interventions during weekends, such as in the family and community appears important. Encouraging peer support to
increase weekday PA and targeting parent support for weekend PA may be health promotion priorities.

http://www.ijbnpa.org/content/pdf/1479-5868-10-69.pdf

The Crucial Role of Recess in School

COUNCIL ON SCHOOL HEALTH

AAP—American Academy of Pediatrics


Recess is at the heart of a vigorous debate over the role of schools in
promoting the optimal development of the whole child. A growing trend
toward reallocating time in school to accentuate the more academic
subjects has put this important facet of a child’s school day at risk.
Recess serves as a necessary break from the rigors of concentrated,
academic challenges in the classroom. But equally important is the
fact that safe and well-supervised recess offers cognitive, social,
emotional, and physical benefits that may not be fully appreciated
when a decision is made to diminish it. Recess is unique from, and
a complement to, physical education—not a substitute for it. The
American Academy of Pediatrics believes that recess is a crucial
and necessary component of a child’s development and, as such, it
should not be withheld for punitive or academic reasons. Pediatrics
2013;131:183–188


http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html?sid=5027c478-1779-471b-842c-c5dcc4362413