Van Dyke Miriam E, Cheung Patricia C, Franks Padra, Gazmararian Julie A
1 Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA.
2 HealthMPowers, Norcross, GA, USA.
Am J Health Promot. 2018 Feb;32(2):453-463. doi: 10.1177/0890117117717016. Epub 2017 Jul 6.
This study aimed to characterize physical activity (PA) environments in Georgia public elementary schools and to identify socioeconomic status (SES) and racial/ethnic disparities in PA environments.
A school setting PA survey was launched in 2013 to 2014 as a cross-sectional online survey assessing PA environment factors, including facility access and school PA practices, staff PA opportunities, parental involvement in school PA, and out-of-school PA opportunities.
All 1333 Georgia public elementary schools were recruited.
A total of 1083 schools (81.2%) responded. Survey respondents included school administrators, physical education (PE) teachers, and grade-level chairs.
Physical activity environment factors were assessed via an online questionnaire adapted from school PA surveys and articles.
The chi-square and Fisher exact analyses were conducted to examine the reporting of PA environment factors overall and by school SES, as measured by free/reduced lunch rate, and/or racial/ethnic composition.
Overall, many PA environment factors were widely prevalent (ie, gym [99%] or field [79%] access), although some factors such as some PA-related programs (ie, a structured walk/bike program [11%]) were less widely reported. Disparities in school PA environment factors were largely patterned by SES, though they varied for some factors by racial/ethnic composition and across SES within racial/ethnic composition categories. For example, lower SES schools were less likely to report access to blacktops and tracks ( p-value < .0001), and higher SES schools were less likely to report access to playgrounds ( p-value = .0076). Lower SES schools were also less likely to report "always/often" giving access to PE/PA equipment during recess ( p-value < .01). Lower SES and majority nonwhite schools were less likely to report having joint use agreements with community agencies ( p-value < .0001).
This study highlights SES and racial/ethnic disparities in PA environments in Georgia public elementary schools.
本研究旨在描述佐治亚州公立小学的体育活动（PA）环境，并确定PA环境中的社会经济地位（SES）和种族/民族差异。
2013年至2014年开展了一项学校环境PA调查，作为一项横断面在线调查，评估PA环境因素，包括设施使用情况和学校PA实践、教职工PA机会、家长对学校PA的参与度以及校外PA机会。
招募了佐治亚州所有1333所公立小学。
共有1083所学校（81.2%）做出回应。调查对象包括学校管理人员、体育（PE）教师和年级组长。
通过一份根据学校PA调查和文章改编的在线问卷评估体育活动环境因素。
进行卡方检验和Fisher精确分析，以检查PA环境因素的总体报告情况，以及按学校SES（以免费/减价午餐率衡量）和/或种族/民族构成划分的报告情况。
总体而言，许多PA环境因素普遍存在（例如，体育馆[99%]或操场[79%]的使用），尽管一些因素，如一些与PA相关的项目（例如，有组织的步行/自行车项目[11%]）的报告较少。学校PA环境因素的差异在很大程度上由SES决定，不过某些因素在不同种族/民族构成以及同一种族/民族构成类别中的不同SES水平之间存在差异。例如，SES较低的学校报告有柏油路和跑道的可能性较小（p值<0.0001），而SES较高的学校报告有操场的可能性较小（p值=0.0076）。SES较低的学校在课间“总是/经常”提供体育/PA设备的可能性也较小（p值<0.01）。SES较低且多数为非白人的学校报告与社区机构有联合使用协议的可能性较小（p值<0.0001）。
本研究突出了佐治亚州公立小学PA环境中的SES和种族/民族差异。
