Medicine and science in sports and exercise, Jan 23, 2018
Physical activity (PA) promotion among youth is a public health priority and there is a need for ... more Physical activity (PA) promotion among youth is a public health priority and there is a need for robust surveillance systems to help support such initiatives. Existing youth PA self-report instruments that are used for surveillance lack information regarding the types and contexts of activity. Further, these instruments have limited validity with accelerometry. The purpose of the present study was to develop a self-report instrument, with sound psychometric properties, for monitoring compliance with PA guidelines in youth. In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as t...
Background and Purpose: Physical activity (PA) during the preschool years has a protective effect... more Background and Purpose: Physical activity (PA) during the preschool years has a protective effect on young children's health, but children with developmental disabilities (DD) are often excluded from PA promotion efforts. Additionally, there is no observational instrument that adequately captures relevant contexts related to PA and DD. This study describes the development of an observation instrument to assess the PA behaviors of children with DD and environmental contexts during the preschool day. Objective: To establish content validity and reliability of an instrument, the Observational System for Recording Activity in Children - Inclusive version (OSRAC-I), for measuring the PA behaviors of preschoolers with DD and environmental factors that occur during preschool. Methods: Content validity of the OSRAC-I was established through consultation with experts, informal observations in inclusive and special education preschools, and literature reviews. Relevant categories and codes were identified and modified from existing observational systems for young children (Observational System for Recording Physical Activity - Preschool (OSRAC-P) and Revised Individual Child Engagement Record (ICER-R)). Like the OSRAC-P, data were collected using a momentary time sampling system (5-sec observe, 25-sec record) following a focal child. After development, the OSRAC-I was field tested to establish reliability and identify areas for further refinement. Results: The OSRAC-I development process resulted in ten coding categories that accounted for PA levels, types, and social and physical environmental contexts relevant to this population (e.g., therapy and related services, stereotypic behaviors, social interaction). OSRAC-I was field tested in two preschools (n = 19; age = 4.76 ± 0.7 years; 68.4% male; 57.9% white). Observers completed 137.5 observation sessions, yielding 5,498 observation intervals, and simultaneously recorded 20.6% of sessions. Interval-by-interval percent agreement was excellent (91%-100%) and kappa values were high (0.82 - 0.99). Conclusions: The OSRAC-I is a reliable measure of PA of preschoolers with DD and provides important contextual information about PA behaviors in early childhood special education settings. This instrument allows for the simultaneous measurement of specific types and contexts of PA behaviors of preschoolers with DD and will be useful for describing PA and informing future interventions. Implications for Practice and Policy: Information obtained from the OSRAC-I can influence professional development activities for early childhood professionals and can direct efforts for creating inclusive PA-promoting environments for all children. Support/Funding Source: This study was funded by the Healthy Weight Research Network and the Office of the Vice President for Research at the University of South Carolina.
Purpose Physical activity (PA) promotion among youth is a public health priority and there is a n... more Purpose Physical activity (PA) promotion among youth is a public health priority and there is a need for robust surveillance systems to help support such initiatives. Existing youth PA self-report instruments that are used for surveillance lack information regarding the types and contexts of activity. Further, these instruments have limited validity with accelerometry. The purpose of the present study was to develop a self-report instrument, with sound psychometric properties, for monitoring compliance with PA guidelines in youth.
Methods In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as the preferred method. A third sample of 342 middle school students then completed the yes/no plus frequency instrument twice following a seven-day period during which they wore an accelerometer. Using both Rasch analysis and traditional correlational methods, validity and reliability of a 14-item instrument were established. Data were collected during 2012 – 2015.
Results Spearman correlation coefficient for the association between the cumulative score for the 14 items and minutes per day of accelerometry-derived moderate-to-vigorous physical activity (MVPA) was 0.33 (95% CI 0.22, 0.43; p<.001). Sensitivity and specificity of the 14-item instrument was 0.90 and 0.44, respectively.
Conclusions The study produced a PA self-report instrument for youth that was found to be reliable (r=0.91), valid versus accelerometry (r=0.33), and acceptably specific and sensitive in detecting compliance with PA guidelines.
Purpose:
To determine if weight status modifies the relationship between motor skill (MS) perform... more Purpose: To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers.
Method: Preschoolers (n = 227, ages 3-5 years) were recruited from 22 preschools. Preschoolers’ MS (locomotor, object control, and total MS) were assessed with the CHAMPS Motor Skill Protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and BMI z-score to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect.
Results: There was a significant correlation between MS performance and PA (r = 0.14-0.17, p < 0.05). A significant interaction was observed between BMI z-score and object control, and between BMI z-score and total MS score on PA (p = 0.03). Preschoolers with higher BMI z-scores and high object control scores engaged in significantly (p = 0.03) more PA than preschoolers with lower BMI z-scores and high object control scores (PA = 15.04min/hr and 13.54min/hr, respectively). Similarly, preschoolers with higher BMI-z scores and high total MS scores spent significantly (p = 0.01) more time in PA compared with those with lower BMI z-scores and high total MS scores (PA = 15.65min/hr and 13.91min/hr, respectively).
Conclusion: Preschool children’s MS performance is positively correlated with PA, and BMI z-score modified the relationship between MS performance and PA.
Keywords: Locomotor skill, object control skill, motor competency, preschool children, physical activity
Purpose
Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SE... more Purpose Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SES). It is well established that various multilevel factors may influence changes in PA. The present study examined whether the association between the change in individual, interpersonal, and environmental factors and the change in PA is modified by race/ethnicity or SES.
Methods This study followed 643 youths and their parents from suburban and rural South Carolina participating in the Transitions and Activity Changes in Kids (TRACK) Study in 2008–2009 and 2010–2011. We assessed total PA in youth using accelerometry and categorized youth and parent survey data into blocks based on the socioecological model. Multivariate regression growth curve models evaluated whether the association between change in independent variables and change in PA was modified by race/ethnicity or SES.
Results PA declined from fifth to seventh grade among all racial/ethnic and SES groups. Associations between the range of variables and change in PA were modified by race/ethnicity but not SES. Blacks did not share any common predictors of change in PA with whites or Hispanics. However, child-reported number of active friends was associated with total PA, and enjoyment of PA was associated with change in PA among both whites and Hispanics. Significant interactions by time varied by racial/ethnic group.
Conclusions The factors that influence changes in youth PA vary by race/ethnicity but not SES. These findings reinforce the complex nature of addressing PA behavior in diverse samples and further support the need for culturally appropriate interventions to promote PA in youth.
This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically deve... more This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically developing peers (TD), and evaluated the influence of social con-texts within free play (FP) and organized activity settings on SB of children with ASD during an inclusive summer camp. Participants with ASD were matched with TD peers by age and gender, and a modified OSRAC-P was utilized to assess SB and social context by setting. SB did not dif-fer by diagnosis (ASD, TD), setting, or social contexts. In FP, children with ASD spent significantly more time in SB within social contexts compared to solitary contexts. ASD-related social deficits may facilitate SB in children with ASD during summer camp FP social contexts, compared to a solitary context.
Background and purpose:
Preschool/childcare settings offer a practical target for physical activ... more Background and purpose: Preschool/childcare settings offer a practical target for physical activity interventions. Online learning programs have the potential for greater public health reach and impact. The SHAPES-Dissemination (SHAPES-D) project adapted the original SHAPES in-person intervention for online delivery to teachers. The purpose of this paper is to describe the implementation monitoring and process evaluation for the SHAPES-D project.
Methods: Nine preschools with 26 classrooms participated. A total of 41 teachers were trained via online learning to implement the SHAPES-D program in their classrooms. The dose received, completeness, and fidelity of implementation were assessed through website metrics, teacher surveys and interviews, and classroom observations.
Results: Dose received was adequate (73%). Observed completeness and physical activity enjoyment fidelity were high (100%), although moderate-to-vigorous physical activity fidelity and social environment fidelity were low (25% each). Overall implementation was high (91%).
Discussion: Results indicate that the online method of delivery is viable for dissemination. The online delivery system provides an easy method of monitoring dose received. This may be the first structural intervention to monitor dose received through web metrics.
Conclusion: The adaptation of an in-person intervention to an online delivery system increases the potential for dissemination of a successful program to increase physical activity in preschool settings.
PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sed... more PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sedentary behaviors and obesity due to barriers to physical activity (PA) associated with the symptom profiles of DBD (e.g., problems with attention, social skills, behavioral regulation). METHODS: Body composition was analyzed as zBMI, calculated as BMI indexed to age and sex norms. Overweight status was defined as zBMI above the 85th percentile. Presence and intensity of DBD were assessed using parent reported diagnosis of a DBD and the hyperactivity/concentration scales of the Strengths and Difficulties Questionnaire. RESULTS: Overweight status was associated with • parental perceptions of hyperactive and concentration problems [t(25)=2.541, p<.05]; • parental perceptions of behavioral regulation [t(25)=2.422, p<.05]; • parent reported current ADHD diagnosis [X2(1)=4.10, p<.05] CONCLUSIONS: Relations were not in the expected direction: baseline ADHD-related indicators were assoc...
PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sed... more PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sedentary behaviors and obesity due to barriers to physical activity (PA) associated with the symptom profiles of DBD (e.g., problems with attention, social skills, behavioral regulation). METHODS: Body composition was analyzed as zBMI, calculated as BMI indexed to age and sex norms. Overweight status was defined as zBMI above the 85th percentile. Presence and intensity of DBD were assessed using parent reported diagnosis of a DBD and the hyperactivity/concentration scales of the Strengths and Difficulties Questionnaire. RESULTS: Overweight status was associated with • parental perceptions of hyperactive and concentration problems [t(25)=2.541, p<.05]; • parental perceptions of behavioral regulation [t(25)=2.422, p<.05]; • parent reported current ADHD diagnosis [X2(1)=4.10, p<.05] CONCLUSIONS: Relations were not in the expected direction: baseline ADHD-related indicators were assoc...
Purpose Children and adolescents with Autism Spectrum Disorder (ASD) and Attention Hyperactivity ... more Purpose Children and adolescents with Autism Spectrum Disorder (ASD) and Attention Hyperactivity Disorder (ADHD) have been reported to be less physically active than typically developing peers. Social deficits often hinder motivation and enjoyment of physical activity (PA) in these populations. The purpose of this study was to describe the levels of PA of children and adolescents with ASD and ADHD during a summer camp specifically designed to foster PA and life skills for those with social deficits. Methods Twenty-two children and adolescents (6-17 years; mean = 11.2 ±0.62 years) with ASD (n=14) and ADHD (n=8) attending a bi-weekly, half-day (9:00am-1:30pm) summer camp wore an ActiGraph GT3X accelerometer during the camp day. Accelerometers were worn on the campers’ waist over the right hip for the duration of the camp day, and campers’ wear times were recorded. Data were collected in 15s epochs and Evenson cutpoints were applied to categorize PA into intensity levels. Descriptive s...
Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting ... more Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity (PA) guidelines than neurotypical children (NT). The purpose of this study was to explore setting (free play versus organized) and social group composition influences on PA of children with ASD during summer camp.
Methods: Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children—Preschool version.
Results: In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity.
Conclusion: Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting.
This article describes a pilot multimodal summer camp for youth with developmental disabilities (... more This article describes a pilot multimodal summer camp for youth with developmental disabilities (Camp PALS—Fostering Physical Activity and Life Skills for Youth) designed to improve behavioral regulation, social competence, and health behaviors based on gaps in services identified by parents as well as in the literature. Camp activities consisted of sports, social skills, and nutrition lessons and were modified from best-practice interventions for youth with developmental disabilities. The primary therapeutic approach was applied behavior analysis (ABA) techniques, with the addition of structured teaching, modeling, and visual supports. The goals of the camp were to increase overall physiological health and social skills, as well as to give youth with developmental disabilities a positive summer experience within a supportive environment. The purpose of this article is to provide a description of an innovative camp for youth with developmental disabilities to encourage others to develop guidelines for similar summer programs.
Recently the Institute of Medicine (Early childhood obesity prevention policies, Washington, DC, ... more Recently the Institute of Medicine (Early childhood obesity prevention policies, Washington, DC, 2011) established a US guideline for preschool children and recommended 15 min or more of total physical activity (i.e., total accumulated light, moderate, and vigorous activity) per hour or 3 h per day assuming 12 h of wake time. Nevertheless, researchers have found that many young children do not meet the proposed guideline in early care and education programs. In spite of the extensive interests in preschoolers’ physical activity and emerging descriptive and intervention investigations, much remains to be learned about young children’s physical activity. Our purpose for this chapter is to selectively review the evidence of what we know about young children’s physical activity and based on that emerging informational base make reasonable recommendations for practitioners who are interested in enhancing preschool children’s salubrious activity in community-based early care and education programs.
Medicine and science in sports and exercise, Jan 23, 2018
Physical activity (PA) promotion among youth is a public health priority and there is a need for ... more Physical activity (PA) promotion among youth is a public health priority and there is a need for robust surveillance systems to help support such initiatives. Existing youth PA self-report instruments that are used for surveillance lack information regarding the types and contexts of activity. Further, these instruments have limited validity with accelerometry. The purpose of the present study was to develop a self-report instrument, with sound psychometric properties, for monitoring compliance with PA guidelines in youth. In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as t...
Background and Purpose: Physical activity (PA) during the preschool years has a protective effect... more Background and Purpose: Physical activity (PA) during the preschool years has a protective effect on young children's health, but children with developmental disabilities (DD) are often excluded from PA promotion efforts. Additionally, there is no observational instrument that adequately captures relevant contexts related to PA and DD. This study describes the development of an observation instrument to assess the PA behaviors of children with DD and environmental contexts during the preschool day. Objective: To establish content validity and reliability of an instrument, the Observational System for Recording Activity in Children - Inclusive version (OSRAC-I), for measuring the PA behaviors of preschoolers with DD and environmental factors that occur during preschool. Methods: Content validity of the OSRAC-I was established through consultation with experts, informal observations in inclusive and special education preschools, and literature reviews. Relevant categories and codes were identified and modified from existing observational systems for young children (Observational System for Recording Physical Activity - Preschool (OSRAC-P) and Revised Individual Child Engagement Record (ICER-R)). Like the OSRAC-P, data were collected using a momentary time sampling system (5-sec observe, 25-sec record) following a focal child. After development, the OSRAC-I was field tested to establish reliability and identify areas for further refinement. Results: The OSRAC-I development process resulted in ten coding categories that accounted for PA levels, types, and social and physical environmental contexts relevant to this population (e.g., therapy and related services, stereotypic behaviors, social interaction). OSRAC-I was field tested in two preschools (n = 19; age = 4.76 ± 0.7 years; 68.4% male; 57.9% white). Observers completed 137.5 observation sessions, yielding 5,498 observation intervals, and simultaneously recorded 20.6% of sessions. Interval-by-interval percent agreement was excellent (91%-100%) and kappa values were high (0.82 - 0.99). Conclusions: The OSRAC-I is a reliable measure of PA of preschoolers with DD and provides important contextual information about PA behaviors in early childhood special education settings. This instrument allows for the simultaneous measurement of specific types and contexts of PA behaviors of preschoolers with DD and will be useful for describing PA and informing future interventions. Implications for Practice and Policy: Information obtained from the OSRAC-I can influence professional development activities for early childhood professionals and can direct efforts for creating inclusive PA-promoting environments for all children. Support/Funding Source: This study was funded by the Healthy Weight Research Network and the Office of the Vice President for Research at the University of South Carolina.
Purpose Physical activity (PA) promotion among youth is a public health priority and there is a n... more Purpose Physical activity (PA) promotion among youth is a public health priority and there is a need for robust surveillance systems to help support such initiatives. Existing youth PA self-report instruments that are used for surveillance lack information regarding the types and contexts of activity. Further, these instruments have limited validity with accelerometry. The purpose of the present study was to develop a self-report instrument, with sound psychometric properties, for monitoring compliance with PA guidelines in youth.
Methods In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as the preferred method. A third sample of 342 middle school students then completed the yes/no plus frequency instrument twice following a seven-day period during which they wore an accelerometer. Using both Rasch analysis and traditional correlational methods, validity and reliability of a 14-item instrument were established. Data were collected during 2012 – 2015.
Results Spearman correlation coefficient for the association between the cumulative score for the 14 items and minutes per day of accelerometry-derived moderate-to-vigorous physical activity (MVPA) was 0.33 (95% CI 0.22, 0.43; p<.001). Sensitivity and specificity of the 14-item instrument was 0.90 and 0.44, respectively.
Conclusions The study produced a PA self-report instrument for youth that was found to be reliable (r=0.91), valid versus accelerometry (r=0.33), and acceptably specific and sensitive in detecting compliance with PA guidelines.
Purpose:
To determine if weight status modifies the relationship between motor skill (MS) perform... more Purpose: To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers.
Method: Preschoolers (n = 227, ages 3-5 years) were recruited from 22 preschools. Preschoolers’ MS (locomotor, object control, and total MS) were assessed with the CHAMPS Motor Skill Protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and BMI z-score to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect.
Results: There was a significant correlation between MS performance and PA (r = 0.14-0.17, p < 0.05). A significant interaction was observed between BMI z-score and object control, and between BMI z-score and total MS score on PA (p = 0.03). Preschoolers with higher BMI z-scores and high object control scores engaged in significantly (p = 0.03) more PA than preschoolers with lower BMI z-scores and high object control scores (PA = 15.04min/hr and 13.54min/hr, respectively). Similarly, preschoolers with higher BMI-z scores and high total MS scores spent significantly (p = 0.01) more time in PA compared with those with lower BMI z-scores and high total MS scores (PA = 15.65min/hr and 13.91min/hr, respectively).
Conclusion: Preschool children’s MS performance is positively correlated with PA, and BMI z-score modified the relationship between MS performance and PA.
Keywords: Locomotor skill, object control skill, motor competency, preschool children, physical activity
Purpose
Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SE... more Purpose Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SES). It is well established that various multilevel factors may influence changes in PA. The present study examined whether the association between the change in individual, interpersonal, and environmental factors and the change in PA is modified by race/ethnicity or SES.
Methods This study followed 643 youths and their parents from suburban and rural South Carolina participating in the Transitions and Activity Changes in Kids (TRACK) Study in 2008–2009 and 2010–2011. We assessed total PA in youth using accelerometry and categorized youth and parent survey data into blocks based on the socioecological model. Multivariate regression growth curve models evaluated whether the association between change in independent variables and change in PA was modified by race/ethnicity or SES.
Results PA declined from fifth to seventh grade among all racial/ethnic and SES groups. Associations between the range of variables and change in PA were modified by race/ethnicity but not SES. Blacks did not share any common predictors of change in PA with whites or Hispanics. However, child-reported number of active friends was associated with total PA, and enjoyment of PA was associated with change in PA among both whites and Hispanics. Significant interactions by time varied by racial/ethnic group.
Conclusions The factors that influence changes in youth PA vary by race/ethnicity but not SES. These findings reinforce the complex nature of addressing PA behavior in diverse samples and further support the need for culturally appropriate interventions to promote PA in youth.
This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically deve... more This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically developing peers (TD), and evaluated the influence of social con-texts within free play (FP) and organized activity settings on SB of children with ASD during an inclusive summer camp. Participants with ASD were matched with TD peers by age and gender, and a modified OSRAC-P was utilized to assess SB and social context by setting. SB did not dif-fer by diagnosis (ASD, TD), setting, or social contexts. In FP, children with ASD spent significantly more time in SB within social contexts compared to solitary contexts. ASD-related social deficits may facilitate SB in children with ASD during summer camp FP social contexts, compared to a solitary context.
Background and purpose:
Preschool/childcare settings offer a practical target for physical activ... more Background and purpose: Preschool/childcare settings offer a practical target for physical activity interventions. Online learning programs have the potential for greater public health reach and impact. The SHAPES-Dissemination (SHAPES-D) project adapted the original SHAPES in-person intervention for online delivery to teachers. The purpose of this paper is to describe the implementation monitoring and process evaluation for the SHAPES-D project.
Methods: Nine preschools with 26 classrooms participated. A total of 41 teachers were trained via online learning to implement the SHAPES-D program in their classrooms. The dose received, completeness, and fidelity of implementation were assessed through website metrics, teacher surveys and interviews, and classroom observations.
Results: Dose received was adequate (73%). Observed completeness and physical activity enjoyment fidelity were high (100%), although moderate-to-vigorous physical activity fidelity and social environment fidelity were low (25% each). Overall implementation was high (91%).
Discussion: Results indicate that the online method of delivery is viable for dissemination. The online delivery system provides an easy method of monitoring dose received. This may be the first structural intervention to monitor dose received through web metrics.
Conclusion: The adaptation of an in-person intervention to an online delivery system increases the potential for dissemination of a successful program to increase physical activity in preschool settings.
PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sed... more PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sedentary behaviors and obesity due to barriers to physical activity (PA) associated with the symptom profiles of DBD (e.g., problems with attention, social skills, behavioral regulation). METHODS: Body composition was analyzed as zBMI, calculated as BMI indexed to age and sex norms. Overweight status was defined as zBMI above the 85th percentile. Presence and intensity of DBD were assessed using parent reported diagnosis of a DBD and the hyperactivity/concentration scales of the Strengths and Difficulties Questionnaire. RESULTS: Overweight status was associated with • parental perceptions of hyperactive and concentration problems [t(25)=2.541, p<.05]; • parental perceptions of behavioral regulation [t(25)=2.422, p<.05]; • parent reported current ADHD diagnosis [X2(1)=4.10, p<.05] CONCLUSIONS: Relations were not in the expected direction: baseline ADHD-related indicators were assoc...
PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sed... more PURPOSE: Youth with disruptive behavior disorders (DBD; e.g., ADHD) may be at higher risk for sedentary behaviors and obesity due to barriers to physical activity (PA) associated with the symptom profiles of DBD (e.g., problems with attention, social skills, behavioral regulation). METHODS: Body composition was analyzed as zBMI, calculated as BMI indexed to age and sex norms. Overweight status was defined as zBMI above the 85th percentile. Presence and intensity of DBD were assessed using parent reported diagnosis of a DBD and the hyperactivity/concentration scales of the Strengths and Difficulties Questionnaire. RESULTS: Overweight status was associated with • parental perceptions of hyperactive and concentration problems [t(25)=2.541, p<.05]; • parental perceptions of behavioral regulation [t(25)=2.422, p<.05]; • parent reported current ADHD diagnosis [X2(1)=4.10, p<.05] CONCLUSIONS: Relations were not in the expected direction: baseline ADHD-related indicators were assoc...
Purpose Children and adolescents with Autism Spectrum Disorder (ASD) and Attention Hyperactivity ... more Purpose Children and adolescents with Autism Spectrum Disorder (ASD) and Attention Hyperactivity Disorder (ADHD) have been reported to be less physically active than typically developing peers. Social deficits often hinder motivation and enjoyment of physical activity (PA) in these populations. The purpose of this study was to describe the levels of PA of children and adolescents with ASD and ADHD during a summer camp specifically designed to foster PA and life skills for those with social deficits. Methods Twenty-two children and adolescents (6-17 years; mean = 11.2 ±0.62 years) with ASD (n=14) and ADHD (n=8) attending a bi-weekly, half-day (9:00am-1:30pm) summer camp wore an ActiGraph GT3X accelerometer during the camp day. Accelerometers were worn on the campers’ waist over the right hip for the duration of the camp day, and campers’ wear times were recorded. Data were collected in 15s epochs and Evenson cutpoints were applied to categorize PA into intensity levels. Descriptive s...
Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting ... more Background: Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity (PA) guidelines than neurotypical children (NT). The purpose of this study was to explore setting (free play versus organized) and social group composition influences on PA of children with ASD during summer camp.
Methods: Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children—Preschool version.
Results: In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity.
Conclusion: Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting.
This article describes a pilot multimodal summer camp for youth with developmental disabilities (... more This article describes a pilot multimodal summer camp for youth with developmental disabilities (Camp PALS—Fostering Physical Activity and Life Skills for Youth) designed to improve behavioral regulation, social competence, and health behaviors based on gaps in services identified by parents as well as in the literature. Camp activities consisted of sports, social skills, and nutrition lessons and were modified from best-practice interventions for youth with developmental disabilities. The primary therapeutic approach was applied behavior analysis (ABA) techniques, with the addition of structured teaching, modeling, and visual supports. The goals of the camp were to increase overall physiological health and social skills, as well as to give youth with developmental disabilities a positive summer experience within a supportive environment. The purpose of this article is to provide a description of an innovative camp for youth with developmental disabilities to encourage others to develop guidelines for similar summer programs.
Recently the Institute of Medicine (Early childhood obesity prevention policies, Washington, DC, ... more Recently the Institute of Medicine (Early childhood obesity prevention policies, Washington, DC, 2011) established a US guideline for preschool children and recommended 15 min or more of total physical activity (i.e., total accumulated light, moderate, and vigorous activity) per hour or 3 h per day assuming 12 h of wake time. Nevertheless, researchers have found that many young children do not meet the proposed guideline in early care and education programs. In spite of the extensive interests in preschoolers’ physical activity and emerging descriptive and intervention investigations, much remains to be learned about young children’s physical activity. Our purpose for this chapter is to selectively review the evidence of what we know about young children’s physical activity and based on that emerging informational base make reasonable recommendations for practitioners who are interested in enhancing preschool children’s salubrious activity in community-based early care and education programs.
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Methods In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as the preferred method. A third sample of 342 middle school students then completed the yes/no plus frequency instrument twice following a seven-day period during which they wore an accelerometer. Using both Rasch analysis and traditional correlational methods, validity and reliability of a 14-item instrument were established. Data were collected during 2012 – 2015.
Results Spearman correlation coefficient for the association between the cumulative score for the 14 items and minutes per day of accelerometry-derived moderate-to-vigorous physical activity (MVPA) was 0.33 (95% CI 0.22, 0.43; p<.001). Sensitivity and specificity of the 14-item instrument was 0.90 and 0.44, respectively.
Conclusions The study produced a PA self-report instrument for youth that was found to be reliable (r=0.91), valid versus accelerometry (r=0.33), and acceptably specific and sensitive in detecting compliance with PA guidelines.
To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers.
Method:
Preschoolers (n = 227, ages 3-5 years) were recruited from 22 preschools. Preschoolers’ MS (locomotor, object control, and total MS) were assessed with the CHAMPS Motor Skill Protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and BMI z-score to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect.
Results:
There was a significant correlation between MS performance and PA (r = 0.14-0.17, p < 0.05). A significant interaction was observed between BMI z-score and object control, and between BMI z-score and total MS score on PA (p = 0.03). Preschoolers with higher BMI z-scores and high object control scores engaged in significantly (p = 0.03) more PA than preschoolers with lower BMI z-scores and high object control scores (PA = 15.04min/hr and 13.54min/hr, respectively). Similarly, preschoolers with higher BMI-z scores and high total MS scores spent significantly (p = 0.01) more time in PA compared with those with lower BMI z-scores and high total MS scores (PA = 15.65min/hr and 13.91min/hr, respectively).
Conclusion:
Preschool children’s MS performance is positively correlated with PA, and BMI z-score modified the relationship between MS performance and PA.
Keywords: Locomotor skill, object control skill, motor competency, preschool children, physical activity
Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SES). It is well established that various multilevel factors may influence changes in PA. The present study examined whether the association between the change in individual, interpersonal, and environmental factors and the change in PA is modified by race/ethnicity or SES.
Methods
This study followed 643 youths and their parents from suburban and rural South Carolina participating in the Transitions and Activity Changes in Kids (TRACK) Study in 2008–2009 and 2010–2011. We assessed total PA in youth using accelerometry and categorized youth and parent survey data into blocks based on the socioecological model. Multivariate regression growth curve models evaluated whether the association between change in independent variables and change in PA was modified by race/ethnicity or SES.
Results
PA declined from fifth to seventh grade among all racial/ethnic and SES groups. Associations between the range of variables and change in PA were modified by race/ethnicity but not SES. Blacks did not share any common predictors of change in PA with whites or Hispanics. However, child-reported number of active friends was associated with total PA, and enjoyment of PA was associated with change in PA among both whites and Hispanics. Significant interactions by time varied by racial/ethnic group.
Conclusions
The factors that influence changes in youth PA vary by race/ethnicity but not SES. These findings reinforce the complex nature of addressing PA behavior in diverse samples and further support the need for culturally appropriate interventions to promote PA in youth.
Preschool/childcare settings offer a practical target for physical activity interventions. Online learning programs have the potential for greater public health reach and impact. The SHAPES-Dissemination (SHAPES-D) project adapted the original SHAPES in-person intervention for online delivery to teachers. The purpose of this paper is to describe the implementation monitoring and process evaluation for the SHAPES-D project.
Methods:
Nine preschools with 26 classrooms participated. A total of 41 teachers were trained via online learning to implement the SHAPES-D program in their classrooms. The dose received, completeness, and fidelity of implementation were assessed through website metrics, teacher surveys and interviews, and classroom observations.
Results:
Dose received was adequate (73%). Observed completeness and physical activity enjoyment fidelity were high (100%), although moderate-to-vigorous physical activity fidelity and social environment fidelity were low (25% each). Overall implementation was high (91%).
Discussion:
Results indicate that the online method of delivery is viable for dissemination. The online delivery system provides an easy method of monitoring dose received. This may be the first structural intervention to monitor dose received through web metrics.
Conclusion:
The adaptation of an in-person intervention to an online delivery system increases the potential for dissemination of a successful program to increase physical activity in preschool settings.
Methods: Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children—Preschool version.
Results: In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity.
Conclusion: Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting.
In spite of the extensive interests in preschoolers’ physical activity and emerging descriptive and intervention investigations, much remains to be learned about young children’s physical activity. Our purpose for this chapter is to selectively review the evidence of what we know about young children’s physical activity and based on that emerging informational base make reasonable recommendations for practitioners who are interested in enhancing preschool children’s salubrious activity in community-based early care and education programs.
Methods In focus groups, 162 middle school students identified 30 forms of PA that are highly prevalent in that age group. We incorporated these activities into three preliminary forms of a self-report instrument. An independent sample of middle school students (n = 537) was randomly assigned to complete one of the three preliminary versions of the instrument. Rasch analysis was applied to the responses to the three formats, and a yes/no plus frequency format emerged as the preferred method. A third sample of 342 middle school students then completed the yes/no plus frequency instrument twice following a seven-day period during which they wore an accelerometer. Using both Rasch analysis and traditional correlational methods, validity and reliability of a 14-item instrument were established. Data were collected during 2012 – 2015.
Results Spearman correlation coefficient for the association between the cumulative score for the 14 items and minutes per day of accelerometry-derived moderate-to-vigorous physical activity (MVPA) was 0.33 (95% CI 0.22, 0.43; p<.001). Sensitivity and specificity of the 14-item instrument was 0.90 and 0.44, respectively.
Conclusions The study produced a PA self-report instrument for youth that was found to be reliable (r=0.91), valid versus accelerometry (r=0.33), and acceptably specific and sensitive in detecting compliance with PA guidelines.
To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers.
Method:
Preschoolers (n = 227, ages 3-5 years) were recruited from 22 preschools. Preschoolers’ MS (locomotor, object control, and total MS) were assessed with the CHAMPS Motor Skill Protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and BMI z-score to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect.
Results:
There was a significant correlation between MS performance and PA (r = 0.14-0.17, p < 0.05). A significant interaction was observed between BMI z-score and object control, and between BMI z-score and total MS score on PA (p = 0.03). Preschoolers with higher BMI z-scores and high object control scores engaged in significantly (p = 0.03) more PA than preschoolers with lower BMI z-scores and high object control scores (PA = 15.04min/hr and 13.54min/hr, respectively). Similarly, preschoolers with higher BMI-z scores and high total MS scores spent significantly (p = 0.01) more time in PA compared with those with lower BMI z-scores and high total MS scores (PA = 15.65min/hr and 13.91min/hr, respectively).
Conclusion:
Preschool children’s MS performance is positively correlated with PA, and BMI z-score modified the relationship between MS performance and PA.
Keywords: Locomotor skill, object control skill, motor competency, preschool children, physical activity
Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SES). It is well established that various multilevel factors may influence changes in PA. The present study examined whether the association between the change in individual, interpersonal, and environmental factors and the change in PA is modified by race/ethnicity or SES.
Methods
This study followed 643 youths and their parents from suburban and rural South Carolina participating in the Transitions and Activity Changes in Kids (TRACK) Study in 2008–2009 and 2010–2011. We assessed total PA in youth using accelerometry and categorized youth and parent survey data into blocks based on the socioecological model. Multivariate regression growth curve models evaluated whether the association between change in independent variables and change in PA was modified by race/ethnicity or SES.
Results
PA declined from fifth to seventh grade among all racial/ethnic and SES groups. Associations between the range of variables and change in PA were modified by race/ethnicity but not SES. Blacks did not share any common predictors of change in PA with whites or Hispanics. However, child-reported number of active friends was associated with total PA, and enjoyment of PA was associated with change in PA among both whites and Hispanics. Significant interactions by time varied by racial/ethnic group.
Conclusions
The factors that influence changes in youth PA vary by race/ethnicity but not SES. These findings reinforce the complex nature of addressing PA behavior in diverse samples and further support the need for culturally appropriate interventions to promote PA in youth.
Preschool/childcare settings offer a practical target for physical activity interventions. Online learning programs have the potential for greater public health reach and impact. The SHAPES-Dissemination (SHAPES-D) project adapted the original SHAPES in-person intervention for online delivery to teachers. The purpose of this paper is to describe the implementation monitoring and process evaluation for the SHAPES-D project.
Methods:
Nine preschools with 26 classrooms participated. A total of 41 teachers were trained via online learning to implement the SHAPES-D program in their classrooms. The dose received, completeness, and fidelity of implementation were assessed through website metrics, teacher surveys and interviews, and classroom observations.
Results:
Dose received was adequate (73%). Observed completeness and physical activity enjoyment fidelity were high (100%), although moderate-to-vigorous physical activity fidelity and social environment fidelity were low (25% each). Overall implementation was high (91%).
Discussion:
Results indicate that the online method of delivery is viable for dissemination. The online delivery system provides an easy method of monitoring dose received. This may be the first structural intervention to monitor dose received through web metrics.
Conclusion:
The adaptation of an in-person intervention to an online delivery system increases the potential for dissemination of a successful program to increase physical activity in preschool settings.
Methods: Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children—Preschool version.
Results: In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity.
Conclusion: Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting.
In spite of the extensive interests in preschoolers’ physical activity and emerging descriptive and intervention investigations, much remains to be learned about young children’s physical activity. Our purpose for this chapter is to selectively review the evidence of what we know about young children’s physical activity and based on that emerging informational base make reasonable recommendations for practitioners who are interested in enhancing preschool children’s salubrious activity in community-based early care and education programs.