University of Cape Town.
Deakin University.
Pediatr Exerc Sci. 2020 May 20;32(3):150-156. doi: 10.1123/pes.2019-0216.
To assess physical activity (PA) and determine the proportion of preschoolers meeting PA recommendations in different income settings in South Africa.
Preschoolers from urban high-income (UH), urban low-income (UL), and rural low-income (RL) settings wore an ActiGraph GT3X+ accelerometer for 7 days. PA variables of interest included volume moderate- to vigorous-intensity PA (MVPA) and total PA (light- to vigorous-intensity PA), hourly PA patterns, and percentage of children meeting guidelines (180 min/d of total PA, inclusive of 60 min/d of MVPA). Between-sex differences were assessed using t tests and Mann-Whitney U tests; between-setting differences assessed using 1-way analyses of variance and Kruskal-Wallis tests.
For all children (n = 229, aged 5.17 [0.69] y), average MVPA was 124.4 (37.5) minutes per day and total PA was 457.0 (61.1) minutes per day; 96.9% of children met guidelines. Boys did significantly more MVPA than girls (136.7 [39.37] vs 111.5 [30.70] min/d, P < .001), and UH preschoolers were significantly less active than UL and RL preschoolers (UH 409.1 [48.4] vs UL 471.1 [55.6] and RL 461.6 [61.4], P < .001).
In both practice and research, it is necessary to explore ways to ensure that South African preschoolers from all income settings continue to engage in and benefit from healthy volumes of PA. This is especially important as preschoolers transition to a formal school environment.
评估南非不同收入环境下学龄前儿童的身体活动（PA）情况并确定符合 PA 推荐量的比例。
来自城市高收入（UH）、城市低收入（UL）和农村低收入（RL）环境的学龄前儿童佩戴 ActiGraph GT3X+ 加速度计 7 天。感兴趣的 PA 变量包括中高强度 PA（MVPA）和总 PA（低强度到高强度 PA）的量、每小时 PA 模式以及符合指南的儿童比例（总 PA 180 分钟/d，包括 60 分钟/d 的 MVPA）。使用 t 检验和 Mann-Whitney U 检验评估性别间差异；使用单因素方差分析和 Kruskal-Wallis 检验评估环境间差异。
对于所有儿童（n=229，年龄 5.17[0.69]岁），平均 MVPA 为 124.4（37.5）分钟/天，总 PA 为 457.0（61.1）分钟/天；96.9%的儿童符合指南。男孩的 MVPA 明显多于女孩（136.7[39.37] vs 111.5[30.70]分钟/d，P<.001），UH 学龄前儿童的活动量明显少于 UL 和 RL 学龄前儿童（UH 409.1[48.4] vs UL 471.1[55.6]和 RL 461.6[61.4]，P<.001）。
在实践和研究中，有必要探索确保南非所有收入环境下的学龄前儿童继续参与并受益于健康的 PA 量的方法。这在学龄前儿童过渡到正式学校环境时尤为重要。
