Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC, 29201.
Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Public Health Research Center, 921 Assembly St. Rm 130, Columbia, SC, 29201.
J Sch Health. 2020 Oct;90(10):787-793. doi: 10.1111/josh.12939. Epub 2020 Aug 9.
In this study, we examined moderate-to-vigorous physical activity (MVPA) of children in a school district serving children from low-income and minority households.
This observational study was conducted in 8 rural elementary schools in South Carolina. Children (N = 719, age = 7.7 years, 48.0% girls, 88.0% African American) wore accelerometers during school hours. Physical activity was distilled into time engaged in MVPA during 4 distinct opportunities. These 4 opportunities were non-activity time (eg, class-time), extended lunch (lunch recess after eating), physical education (PE), and recess. Mixed effects linear regressions estimated MVPA on days that had no activity opportunities, extended lunch, recess, PE, and multiple activity opportunities (eg, PE and recess).
On days with multiple activity opportunities, girls and boys accumulated 8.0 (95% CI = 4.9, 11.1) and 7.1 (95% CI = 3.6, 10.7) additional minutes of MVPA compared to a no activity day. On PE days boys accumulated 5.2 (95% CI = 0.3, 10.2) additional minutes of MVPA, whereas recess days provided girls with 3.0 (95% CI = 0.1, 6.0) additional MVPA minutes. No other activity opportunities provided statistically significant increases in school-day MVPA.
In low-income schools it may be necessary to provide multiple physical activity opportunities during the school day to increase boys' and girls' MVPA.
本研究旨在调查服务低收入和少数族裔家庭儿童的学区中儿童的中度至剧烈体力活动（MVPA）。
本观察性研究在南卡罗来纳州的 8 所农村小学进行。儿童（N=719，年龄=7.7 岁，48.0%为女孩，88.0%为非裔美国人）在上课时间佩戴加速度计。将体力活动分为在 4 个不同机会中进行的 MVPA 时间。这 4 个机会是非活动时间（例如，上课时间）、延长午餐时间（吃完饭后的午餐休息时间）、体育课（PE）和课间休息时间。混合效应线性回归估计了无活动机会、延长午餐时间、课间休息时间、体育课和多个活动机会（例如，PE 和课间休息时间）时的 MVPA。
在有多个活动机会的日子里，男孩和女孩比无活动日分别多积累了 8.0（95%CI=4.9，11.1）和 7.1（95%CI=3.6，10.7）分钟的 MVPA。在体育课日，男孩多积累了 5.2（95%CI=0.3，10.2）分钟的 MVPA，而课间休息时间则为女孩提供了 3.0（95%CI=0.1，6.0）分钟的额外 MVPA。其他活动机会没有提供统计学上显著增加学校日 MVPA 的机会。
在低收入学校，可能需要在一天中提供多个体育活动机会，以增加男孩和女孩的 MVPA。
