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Background:
Metabolic health in people with obesity is determined by body composition. In this study, we examined the influence of a combined strength exercise and motivational programme -embedded in the school curriculum- on adolescents body composition and daily physical activity.
Methods:
A total of 695 adolescents (11-15y) from nine Dutch se...
Contexts in source publication
Context 1
... a month, a one-hour lesson was used to increase motivation to be more physically active (see Table 2, our design paper by Ten Hoor et al. [15] (open access) or Additional file 1 for an overview of these lessons, includ- ing the Dutch workbook). These motivational lessons were based on motivational interviewing [16] and facili- tated by a trained mentor or PE teacher. ...
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The purpose of this overview of systematic reviews was to determine the relationship between different types and patterns of sedentary behaviour and selected health outcomes in adults and older adults. Five electronic databases were last searched in May, 2019, with a 10-year search limit. Included reviews met the a priori population (community-dwel...
Citations
... Estos resultados se pueden atribuir en parte a que la metodología de enseñanza escolar rusa estándar no logro proporciona un desarrollo práctico de las manifestaciones de fuerza muscular, donde los medios y métodos para desarrollar la fuerza en niños mayores son insuficiente producto de la carga académica aumentada, cuyos efectos repercuten directamente sobre la calidad de las clases tradicionales de educación física (Kainov & Kuryerova, 2019;Ten Hoor et al., 2018;Wu et al., 2017). En este contexto, para los escolares es fundamental obtener una generación de estímulos orientados al desarrollo de la fuerza muscular durante el periodo sensible de esta cualidad, donde los ejercicios direccionados al desarrollo de grandes grupos musculares son los que proporcionan mayores efectos sobre la composición corporal y aptitud física en edad escolar (Fuentes- Barría et al., 2021;Tomkinson et al., 2018), siendo este planteamiento sustentado al observar los resultados del grupo experimental, cuyos hallazgos conllevan cambios significativos sobre los cinco indicadores de fuerza muscular valorada sobre diversos grupos musculares. ...
Introducción: El entrenamiento de la fuerza muscular ofrece la oportunidad de resolver eficazmente problemas pedagógicos causados por una variedad de actividades motoras. Objetivo: Analizar los efectos de un programa de 32 semanas de fuerza muscular sobre estudiantes de entre 14 a 16 años. Métodos: Ensayo controlado, paralelo y aleatorizado con cegado simple. La muestra estuvo compuesta por 40 escolares de 14 a 16 años pertenecientes a la escuela secundaria N.º 1 (Sokolovka, Rusia). Los escolares fueron divididos en un grupo control (n = 20) y un grupo experimental (n = 20); Ambos grupos realizaron las lecciones de educación física de acuerdo con el plan de estudios escolar, sin embargo, el grupo experimental también realizó ejercicios de fuerza muscular. El nivel de fuerza se determinó con pruebas de dinamometría de mano derecha e izquierda, flexoextensiones de brazos (barra y suelo) y eleva-ción de piernas colgantes. Resultados: El grupo experimental mejoro la dinamometría de mano derecha (21,9%; p < 0,05; d = 6,61) e izquierda (14,7%; p < 0,05; d = 4,93), elevación de piernas colgado de una barra (81,4%; p < 0,05; d = 9,09) flexo extensión de brazos en suelo (5,8%; p < 0,05; d = 5,99) y en barra (38,3%; p < 0,05), mientras que el grupo control solo mejoro significativamente la dinamometría de la mano derecha (21,3%; p < 0,05) y la elevación de piernas colgado de una barra (15,1%; p < 0,05; d = 5,76). Conclusión: Una serie de ejercicios de fuerza muscular aplicado durante 32 semanas en las lecciones de educación física escolar pueden mejorar significativamente los niveles de fuerza muscular en niños de 14 a 16 años.
... Regarding intervention types, 13 studies involved extensive multi-component strategies [8][9][10][11][12][13][14][15][16]31,34,52,55], 15 were nutrition education interventions [17,19,20,21,[23][24][25][26][27]51,57,[59][60][61][62], six focused on physical activity interventions [28,32,35,36,38,54], and four on lifestyle and nutrition-related behavior [40,42,43,53]. Another 24 of the 62 included studies [1][2][3][4][5][6][7]18,22,26,29,30,33,37,39,41,[44][45][46][47][48][49][50]58] were original articles, review articles, and government guidelines, protocols, policies, and reports regarding school children and adolescents' nutritional status. ...
... This underscores the need to increase mindfulness about the benefits of including whole foods in daily diets [7,8,10,11]. Of the examined studies, 34 out of 38 demonstrated favorable correlations between specific interventions and improved outcomes [8][9][10][11][12][13][14][15][16][17][19][20][21][23][24][25][26][27][28]31,32,[34][35][36]38,40,42,43,[51][52][53][54][55]57,59,60,61,62]. The key interventions were grouped into four categories based on the nature and type of interventions. ...
... A rise in physical activity and a decline in sedentary behaviors have been identified in six studies [28,32,35,36,38,54]. A self-sustaining, school-based physical activity program run by experts and qualified school teachers with strong nutritional knowledge has been found to be one of the common improvement factors across these studies [28,32,35,36,38,54]. ...
Childhood malnutrition is one of the foremost community health problems in the world, particularly in developing countries like India. This current review was conducted to evaluate the effectiveness of various school-centered nutrition interventions/intervention programs developed in recent years, and their impact on the nutritional status, dietary habits, food preferences, lifestyle, and dietary behaviors in relation to diet, as well as physical activities for school children, especially adolescents. This review included studies found in the PubMed/Medline, SCOPUS, and Web of Science (WOS) databases, published from July 2017 to 2023. They were analyzed for eligibility criteria defined for this study, including school children and adolescents, school-based nutrition interventions/strategies/policies/initiatives, nutritional status, physical activity, dietary habits, and lifestyle. The Risk of Bias assessment was conducted using Review Manager version 5.4. Among 1776 potentially related studies, 108 met the eligibility criteria. Following this review, 62 studies were identified as eligible for this study, in which 38 intervention programs were discussed. A total of 13 studies were considered comprehensive and multi-component, 15 were nutrition education interventions, six were identified as physical activity interventions, and four focused on lifestyle and dietary behavior-related interventions. Another 24 of the 62 studies reviewed (approximately 39%) were either original articles, review articles, or articles pertaining to nutritional program guidelines, protocols, and/or reports. These studies uncovered a possible relationship between a decrease in BMI and school children's engagement in diet and/or physical activity. Results also suggest that these programs can be effective, although evidence for the long-term sustainability of changes in BMI was less evident and not fully substantiated/supported. Most of these findings are based on self-reported program data and may consist of biases linked to recall, selection of participants, and the desire to report favorable final measures (physical activity, lifestyle, and dietary habits). This study has the potential for use in public health programs devoted to healthy nutrition behavior and lifestyle practices. This research was primarily conducted by clinical researchers and did not receive any standardized institutional or organization-derived grant funding and support.
... Of these articles, one (1) was crossover, ten (10) were Randomized Controlled Trials (RCTs), and five (5) were quasi-experimental. In terms of countries in which articles have been published, most studies were carried out in European countries (Spain [26][27][28][29], Finland [30], The Netherlands [31], Germany [32], Estonia [33]), with the remaining contributions coming from Australia [17,34,35], Uruguay [36], Brazil [37], USA [38], and China [39,40]. All articles were published starting from 2013, with fifteen out of the sixteen published starting from 2017. ...
... Interventions generally involved a form of support and/or guidance, and/or expansion of knowledge to teachers, which was then applied to the established curriculum in an effort to improve at least one aspect related to PA in students. These included the introduction of a biweekly intermittent teaching unit for a duration of eight weeks, accompanied by the implementation of a behavior modification strategy tailored to the specific context [26]; a specific model of a healthy physical education curriculum in the field of physical education for a duration of twelve weeks [40]; a hybrid educational program for eleven (11) weeks that combined the Model of Personal and Social Responsibility (TPSR) with the Teaching Games for Understanding (TGfU) [27]; physical education classes engaged in 15 min cooperative games once per week for seven to fourteen weeks [32]; an enhanced school-based PE intervention program, SPARK PE, a middle school curriculum containing instructional strategies, activities, assessments, and ideas for adapting instruction [38]; classes based on the autonomy support style for eight (8) months [37]; the ¡Activate Ya! Program including after school program, activity breaks, and a final showcase event for one (1) year [36]; a combined strength exercise and motivational program embedded in the school curriculum for one (1) year [31]; a didactic unit planned for the 'Games and Sport' content block of the educational system [28]; and expansion of their instruction toolkit for PE [17]. ...
... Additionally, training allowed teachers to offer their students support in cognitive, organizational, and procedural autonomy while preventing intimidation and negative emotions [33]. In other studies, teachers were trained in cooperative games [32] and in enhanced school-based PE intervention programs, such as SPARK PE [38] and ¡Activate Ya! [36] programs that involved specific strength exercises, along with workshops to improve their motivational speaking skills [31]. Additionally, other studies included a 12 h interactive autonomy support teacher training program with techniques and strategies to promote autonomous motivation towards PA in students [30]; workshops designed to expand their knowledge of Self-Determination Theory and learn how to implement into their lessons the fitness dice and upbeat music [39]; implementation of a Sport Education model based on a hybrid model of Teaching Games for Understanding and Sport Education models [29]; and improvement of their relatedness-supportive teaching practices [34]. ...
Physical inactivity is a leading risk factor for global mortality as it increases the risk of non-communicable diseases and decreases overall health. Therefore, increasing physical activity (PA) is strongly recommended, particularly in adolescents. The Teaching the Teachers (TTT) approach is a prominent example of an intervention that could enhance PA levels in adolescents. However, available evidence on the efficacy of TTT interventions in promoting PA among adolescents is either limited or inconclusive. Therefore, a scoping review was conducted to provide an overview of the current state of knowledge regarding the effectiveness of TTT interventions in improving the PA of adolescent students. The PRISMA-Scoping methodology was employed, and articles in the Medline database were searched. We screened 2357 articles for inclusion, and finally included 16 articles. Most articles were conducted in European countries. The TTT interventions appeared to positively affect various aspects of PA. These aspects include support for personal autonomy, intent to engage in PA, improvements in body composition and fitness level, social support, enjoyment of Physical Education (PE), and positive attitudes towards PE. Consequently, policymakers could utilize TTT interventions to improve the physical activity of adolescents, which may reduce the burden of non-communicable diseases and foster healthier societies.
... It requires remodeling the structural and organizational settings, that could be through PE classes, and trained staff to teach a healthy lifestyle through PA (Trigueros et al., 2019). Although, participation in PE classes has been associated with a better body composition profile (Ten Hoor et al., 2018), and with high levels of cardiorespiratory fitness and muscle strength in Brazilian students (Coledam et al., 2018), a higher intensity and duration of PE classes should be encouraged (Trigueros et al., 2019), especially when considering the heterogeneity in PE offer and classes' procedures among the different Brazilian regions. Furthermore, a school´s curriculum, focused on active breaks, has been reported as effective to increase children´s PA (Groffik, Sigmund, Frömel, Chmelík, & Nováková Lokvencová, 2012). ...
Objective: to analyse the relationship between physical activity (PA) environment at schools and obesity in children, the light of complex systems. Methods: this is a cross sectional study involved 1.200 children (8.1 ± 1.0 years old and 50% boys) from eight public schools from socially vulnerable neighbourhoods of Petrolina, Brazil. Weight and height measurements were assessed to calculate the Body Mass Index (BMI) and classified as normal weight and overweight. To assess the PA environment at the school, a questionnaire about the structural and organizational environment of the school was applied through a face-to-face interview with the school´s manager was conducted. The association between the PA environment at school and obesity was tested using a Machine Learning technique (Network Analysis) performed on the Jasp software. Results: positive associations between BMI and Physical Education classes (0.847), physical education teacher (0.349), break duration (0.564) and indoor sports court (0.662) were observed. Negative associations were seen with sex (-0.212) age (- 0.387), extracurricular PA (-0.492) and playground (-0.557). Additionally, the centrality indicators highlighted extracurricular PA (1.789) as the variables with the highest betweenness values, and BMI with the highest closeness (2.239) and strength (1.230) values. Conclusion: Extracurricular PA and the presence of playgrounds at school´s environment are associated with a healthier weight status low-income children.
... После једне године утврђена је разлика од 0,4% за умерене до интензивне физичке активности у корист интервентне групе, док нису нађене разлике у седентарном понашању или лаганој физичкој активности између група. Иако није дошло до повећања MVPA након програма који је обухватио комбинацију вежби снаге и мотивационих часова, побољшана је телесна грађа (*Ten Hoor et al., 2018). Следећи издвојени рад (*Kennedy et al., 2019) наводи да је организовани програм у којој је акценат био на развоју снаге имао једино позитиван утицај на снагу горњих екстремитета. ...
International guidelines (WHO) recommend thirty minutes of moderate-to-vigorous aerobic physical activity (MVPA) per day during school hours, which is half of the recommended daily physical activity. Also, the importance of physical activity with a minimum time duration of ten minutes per day in MVPA is highlighted. However, previous research points to the insufficient interest of pupils in exercise, both in physical education classes and during free time after school. The aim of the review paper was to highlight the results of randomized clinical studies describing the impact of organized physical exercise on motivation and increasing the time spent in MVPA through a systematic review of the scientific literature. The results of the researchers point to the problem of motivation of students aged 6-14 as well as the insufficient effectiveness of applied physical exercise program in teaching. Of all physical activities realized during one school year, team practice in class (various team games) proved to be the most effective. Further research is needed to define factors that have an impact on students' motivation for greater participation in physical education classes. In particular, it is important to develop awareness of the importance of daily physical activity, but which is performed with occasional increased intensity of exercise.
... Following a 20-week school-based intervention, Lubans and colleagues (Lubans et al., 2016) reported sustained positive changes in resistance training skill competency, motivation for school sport, and reduced screen time. Additionally, MF activity delivered twice a week for one year during timetabled PE classes resulted in improved body composition amongst Dutch adolescents (Ten Hoor et al., 2018). Together, these findings further support the hypothesis that the school environment, particularly PE, is an appropriate setting for MF intervention programmes to improve adolescent health (Cox et al., 2020). ...
Muscular fitness (MF) is an important modifiable factor to improve overall health. Schools offer a unique opportunity to deliver MF activity during physical education (PE) and develop competence to engage in various activities across the life course. However, the implementation of school-based MF activity may be impaired by some teachers reporting a lack of expertise and low confidence in the delivery of MF activity. Understanding teachers' thoughts and perceptions regarding the delivery of MF in schools may help guide future research and policy to support MF delivery in UK schools. Following ethical approval, a survey of secondary school PE teachers across the UK was distributed via Twitter. Survey responses were analysed and reported descriptively and thematically. Completed surveys were returned by 194 teachers (61.9% male) from England, Scotland, Wales, and Northern Ireland. Relative to less experienced teachers, those with at least five years' service were 2.2 times more likely to have completed continued professional development (CPD) in MF activity (OR = 2.16; ß = 0.77; 95% CI: 1.25-3.74; p < 0.01), and 1.8 times more likely to use assessments of MF to inform PE programme decision-making (OR = 1.83; ß = 0.60; 95% CI: 1.18-2.82; p < 0.01). Despite the promising contribution school-based PE may have to developing MF, we report a poor understanding of MF activity amongst UK-based PE teachers. CPD is warranted to deliver successful MF interventions in a school setting.
... The earliest study was conducted in 1981-82 19 and the latest in 2017-19 20 ; most studies (83%) were carried out from 2000 (see supplementary table 1). In total, 5715 generally healthy children and adolescents aged 4-15 years were included from 18 studies spanning 19 countries: Australia, 17 Austria, 19 Bangladesh, 21 Brazil, 22 China, 23 Mexico, 24 25 Namibia, 20 Nepal, 26 the Netherlands, 27 New Zealand, 10 the Philippines, 23 Peru, 18 Poland, 16 Russia, 23 South Africa, 20 23 Spain, 28 Sri Lanka, 29 Tunisia, 30 and the US 31 32 (see supplementary table 1). Although five of these countries (Peru n=56, Spain n=92, China n=95, Philippines n=80, and Australia n=42) had smaller participant numbers than anticipated, 17 18 23 28 the data were included to avoid data wastage. ...
Objective:
To evaluate the performance of a UK based prediction model for estimating fat-free mass (and indirectly fat mass) in children and adolescents in non-UK settings.
Design:
Individual participant data meta-analysis.
Setting:
19 countries.
Participants:
5693 children and adolescents (49.7% boys) aged 4 to 15 years with complete data on the predictors included in the UK based model (weight, height, age, sex, and ethnicity) and on the independently assessed outcome measure (fat-free mass determined by deuterium dilution assessment).
Main outcome measures:
The outcome of the UK based prediction model was natural log transformed fat-free mass (lnFFM). Predictive performance statistics of R2, calibration slope, calibration-in-the-large, and root mean square error were assessed in each of the 19 countries and then pooled through random effects meta-analysis. Calibration plots were also derived for each country, including flexible calibration curves.
Results:
The model showed good predictive ability in non-UK populations of children and adolescents, providing R2 values of >75% in all countries and >90% in 11 of the 19 countries, and with good calibration (ie, agreement) of observed and predicted values. Root mean square error values (on fat-free mass scale) were <4 kg in 17 of the 19 settings. Pooled values (95% confidence intervals) of R2, calibration slope, and calibration-in-the-large were 88.7% (85.9% to 91.4%), 0.98 (0.97 to 1.00), and 0.01 (-0.02 to 0.04), respectively. Heterogeneity was evident in the R2 and calibration-in-the-large values across settings, but not in the calibration slope. Model performance did not vary markedly between boys and girls, age, ethnicity, and national income groups. To further improve the accuracy of the predictions, the model equation was recalibrated for the intercept in each setting so that country specific equations are available for future use.
Conclusion:
The UK based prediction model, which is based on readily available measures, provides predictions of childhood fat-free mass, and hence fat mass, in a range of non-UK settings that explain a large proportion of the variability in observed fat-free mass, and exhibit good calibration performance, especially after recalibration of the intercept for each population. The model demonstrates good generalisability in both low-middle income and high income populations of healthy children and adolescents aged 4-15 years.
... Therefore, it is recommended to provide tailored PA types in order to stimulate and improve PA and reduce ST. For example, a caregiver could inform and evaluate which specific PA types a child prefers and promote these activities in order to increase intrinsic motivation for PA [35]. Additionally, the negative association between PA and age and the positive association between ST and age highlights the importance of early PA promotion and reducing ST since the presence of comorbidities is already evident in primary school children with obesity [36]. ...
Background
Limited physical activity (PA) and a high level of sedentary time (ST) are associated with childhood obesity and are a target for intervention. This study aimed to assess objectively measured PA and ST in Dutch children across weight categories, age groups and sex.
Methods
202 children with overweight, obesity and morbid obesity (55% girls, 12 ± 3y of age, BMI z-score + 3.15 ± 0.73), referred to the Centre for Overweight Adolescents and Children’s Healthcare (COACH, Maastricht UMC+) were included. PA (total PA, light PA and moderate to vigorous PA (MVPA)) and ST were measured with the GT3X Actigraph accelerometer. Wear time validation was set to include at least four days, 480 min/day, including one weekend day.
Results
PA levels in children with morbid obesity were higher compared to children with obesity, also after correction for age and sex (corrected difference (B) 118 counts per minute (cpm), p = .006). ST was lower in children with morbid obesity compared to children with obesity (B − 51 min/day, p = .018). Girls performed significantly less MVPA than boys (B − 11 min/day, p < .001) and for each year increase of age, children performed less PA (B − 46 cpm, p < .001) and ST increased (B 18 min/day, p < .001).
Conclusion
PA and ST is different in subgroups of children with overweight, obesity and morbid obesity, depending on sex, age and overweight severity. In particular, children with obesity perform less PA and more ST compared to children with morbid obesity. Future research could explore the preferences and needs for PA and ST in children in the different weight categories.
Trial registration
The trial is registered with Clinicaltrials.gov NCT02091544 at March 19, 2014.
... Intervention studies included nonrandomised (56%) and randomised trials (44%) clinical trials. Clinical trials included in the present scoping review were focused on increasing physical activity (n = 36) [114,119,133,136,146,148,149,153,168,172,[188][189][190][191]205,207,208,210,214,239,240,242,244,[246][247][248]256,263,271,272,274,276,281,283,286,294] 193,197,199,223,224,228,230,236,257,265,285,292,300]; increasing strength exercise (n = 4) [203,250,261,275,292]; increasing strength and aerobic exercise combined (n = 13) [109,123,138,143,158,175,196,202,215,262,264,290,298] 193,197,199,223,224,230,236,257,265,295,297], CV/CR [88,97,104,144,166,169,181,184,193,197,199,224,230,236,257,265,285,292,295], blood serum analyses [101,166,181,183,197,199, 4 Strength exercise Exercise programs [261,275,292], exercises using different equipment (e.g. sleeping mats, tennis balls, volleyballs, basketballs, swiss balls, pool floats, elastic bands) [203,250], strength exercises + stretching program [250], strength exercises + motivational interviewing [275]. ...
... Intervention studies included nonrandomised (56%) and randomised trials (44%) clinical trials. Clinical trials included in the present scoping review were focused on increasing physical activity (n = 36) [114,119,133,136,146,148,149,153,168,172,[188][189][190][191]205,207,208,210,214,239,240,242,244,[246][247][248]256,263,271,272,274,276,281,283,286,294] 193,197,199,223,224,228,230,236,257,265,285,292,300]; increasing strength exercise (n = 4) [203,250,261,275,292]; increasing strength and aerobic exercise combined (n = 13) [109,123,138,143,158,175,196,202,215,262,264,290,298] 193,197,199,223,224,230,236,257,265,295,297], CV/CR [88,97,104,144,166,169,181,184,193,197,199,224,230,236,257,265,285,292,295], blood serum analyses [101,166,181,183,197,199, 4 Strength exercise Exercise programs [261,275,292], exercises using different equipment (e.g. sleeping mats, tennis balls, volleyballs, basketballs, swiss balls, pool floats, elastic bands) [203,250], strength exercises + stretching program [250], strength exercises + motivational interviewing [275]. ...
... Clinical trials included in the present scoping review were focused on increasing physical activity (n = 36) [114,119,133,136,146,148,149,153,168,172,[188][189][190][191]205,207,208,210,214,239,240,242,244,[246][247][248]256,263,271,272,274,276,281,283,286,294] 193,197,199,223,224,228,230,236,257,265,285,292,300]; increasing strength exercise (n = 4) [203,250,261,275,292]; increasing strength and aerobic exercise combined (n = 13) [109,123,138,143,158,175,196,202,215,262,264,290,298] 193,197,199,223,224,230,236,257,265,295,297], CV/CR [88,97,104,144,166,169,181,184,193,197,199,224,230,236,257,265,285,292,295], blood serum analyses [101,166,181,183,197,199, 4 Strength exercise Exercise programs [261,275,292], exercises using different equipment (e.g. sleeping mats, tennis balls, volleyballs, basketballs, swiss balls, pool floats, elastic bands) [203,250], strength exercises + stretching program [250], strength exercises + motivational interviewing [275]. Some studies also included nutritional and/or healthy lifestyle education [203,261,292]. ...
Introduction
Despite targeted efforts globally to address childhood overweight/obesity, it remains poorly understood and challenging to manage. Physiotherapists have the potential to manage children with obesity as they are experts in movement and physical activity. However, their role remains unclear due to a lack of physiotherapy-specific guidelines. This scoping review aims to explore existing literature, critically appraising and synthesising findings to guide physiotherapists in the evidence-based management of childhood overweight/obesity.
Method
A scoping review was conducted, including literature up to May 2020. A review protocol exists on Open Science Framework at https://osf.io/fap8g/ . Four databases were accessed including PubMed, Embase, CINAHL, Medline via OVID, with grey literature searched through google via “file:pdf”. A descriptive synthesis was undertaken to explore the impact of existing interventions and their efficacy.
Results
From the initial capture of 1871 articles, 263 intervention-based articles were included. Interventions included qualitative focused physical activity, quantitative focused physical activity and multicomponent interventions. Various outcome measures were utilised including health-, performance- and behaviour-related outcomes. The general trend for physiotherapy involvement with children who are obese appears to favour: 1) multicomponent interventions, implementing more than one component with environmental modification and parental involvement and 2) quantitative physical activity interventions, focusing on the quantity of bodily movement. These approaches most consistently demonstrated desirable changes across behavioural and health-related outcome measures for multicomponent and quantitative physical activity interventions respectively.
Conclusion
When managing children with obesity, physiotherapists should consider multicomponent approaches and increasing the quantity of physical activity, given consistent improvements in various obesity-related outcomes. Such approaches are well suited to the scope of physiotherapists and their expertise in physical activity prescription for the management of childhood obesity. Future research should examine the effect of motor skill interventions and consider the role of environmental modification/parental involvement as factors contributing to intervention success.
... Physical inactivity during adolescence has been associated with obesity (Rauner, Mess, & Woll, 2013;Ten Hoor et al., 2018), and children and adolescents aged 5-17 years are recommended to achieve a daily minimum of 60 min of moderate to vigorous physical activity (MVPA) (World Health Organization, 2010). Yet, 60 min of MVPA fill only 5-10% of the waking day, while the remainder is composed of sedentary behavior (SB) and light physical activity (LIPA). ...
Purpose : Physical activity (PA) is crucial for health, but there is insufficient evidence about PA patterns and their operationalization. The authors developed two algorithms (SPORT constant and SPORT linear ) to quantify PA patterns and check whether pattern information yields additional explained variance (compared with a compositional data approach [CoDA]). Methods : To measure PA, 397 (218 females) adolescents with a mean age of 12.4 ( SD = 0.6) years wore an ActiGraph on their lower back for 1 week. The SPORT algorithms are based on a running value, each day starting with 0 and minutely adapting depending on the behavior being performed. The authors used linear regression models with a behavior-dependent constant (SPORT constant ) and a function of time-in-bout (SPORT linear ) as predictors and body mass index z scores (BMI z ) and fat mass percentages (%FM) as exemplary outcomes. For generalizability, the models were validated using five-fold cross-validation where data were split up in five groups, and each of them was a test data set in one of five iterations. Results : The CoDA and the SPORT constant models explained low variance in BMI z (2% and 1%) and low to moderate variance in %FM (both 5%). The variance being explained by the SPORT linear models was 6% (BMI z ) and 9% (%FM), which was significantly more than the CoDA models ( p < .001) according to likelihood ratio tests. Conclusion : Among this group of adolescents, SPORT linear explained more variance of BMI z and %FM than CoDA. These results suggest a way to enable research about PA patterns. Future research should apply the SPORT linear algorithm in other target groups and with other health outcomes.
