Kim Youngdeok, Lochbaum Marc
Department of Kinesiology and Sport Management, Texas Tech University, Lubbock, TX 79409, USA.
Visiting Research Professor, KIHU - Research Institute for Olympic Sports, Jyväskylä, Finland.
J Sports Sci Med. 2017 Aug 8;16(3):350-356. eCollection 2017 Sep.
Ethnic minority children living in high poverty neighborhoods are at high risk of having insufficient physical activity (PA) during school days and, thus, the importance of school as a place to facilitate PA in these underserved children has been largely emphasized. This study examined the levels and patterns of PA in minority children, with particular focus on the relative contributions of regular physical education (PE) and school-based afterschool PA program in promoting moderate- and vigorous-intensity PA (MVPA) during school days. PA data were repeatedly measured using a Polar Active accelerometer across multiple school days (M = 5.3 days per child), from seventy-five ethnic minority children attending a Title I public elementary school in a high-poverty neighborhood in the US. The minutes and percentage of MVPA accumulated during school, PE, and afterschool PA program were compared to the current recommendations (≥30-min of MVPA during school hours; and ≥50% of MVPA during PE or afterschool PA program) as well as by the demographic characteristics including sex, grade, ethnicity, and weight status using a general linear mixed model that accounts for repeated observations. On average, children spent 41.6 mins (SE = 1.8) of MVPA during school hours and of those, 14.1 mins (SE = 0.6) were contributed during PE. The average proportion of time spent in MVPA during PE was 31.3% (SE = 1.3), which was significantly lower than the recommendation (≥50% of MVPA), whereas 54.2% (SE = 1.2) of time in afterschool PA program were spent in MVPA. The percentage of monitoring days meeting current recommendations were 69.5% (SE = 0.03), 20.8% (SE = 0.02), and 59.6% (SE = 0.03) for during school, PE, and afterschool PA program, respectively. Our findings highlighted that school-based afterschool PA, in addition to regular PE classes, could be of great benefit to promote PA in minority children during school days. Further research and practice are still needed to increase MVPA during school hours, particularly during PE classes.
生活在高贫困社区的少数民族儿童在上学日进行体育活动（PA）不足的风险很高，因此，学校作为促进这些服务不足儿童进行体育活动场所的重要性已得到大力强调。本研究调查了少数民族儿童的体育活动水平和模式，特别关注常规体育课（PE）和校内课后体育活动计划在促进上学日中等强度和剧烈强度体育活动（MVPA）方面的相对贡献。使用 Polar Active 加速度计在多个上学日（每个孩子平均 5.3 天）对 75 名就读于美国高贫困社区一所第一类公立小学的少数民族儿童的体育活动数据进行了重复测量。将在校内、体育课和课后体育活动计划期间积累的 MVPA 分钟数和百分比与当前建议（上学时间内 MVPA≥30 分钟；体育课或课后体育活动计划期间 MVPA≥50%）以及按性别、年级、种族和体重状况等人口统计学特征进行比较，使用考虑重复观察的一般线性混合模型。平均而言，孩子们在上学时间内花费 41.6 分钟（标准误 = 1.8）进行 MVPA，其中 14.1 分钟（标准误 = 0.6）是在体育课期间。体育课期间用于 MVPA 的平均时间比例为 31.3%（标准误 = 1.3），显著低于建议值（MVPA≥50%），而课后体育活动计划中 54.2%（标准误 = 1.2）的时间用于 MVPA。在校内、体育课和课后体育活动计划期间达到当前建议的监测天数百分比分别为 69.5%（标准误 = 0.03）、20.8%（标准误 = 0.02）和 59.6%（标准误 = 0.03）。我们的研究结果强调，除了常规体育课之外，校内课后体育活动对促进少数民族儿童上学日的体育活动可能非常有益。仍需要进一步的研究和实践来增加上学时间内，特别是体育课期间的 MVPA。
