Article

Sociodemographic differences in patterns of sedentary and physically active behavior in children and adolescents

Faculty of Nursing, University of Iceland, Reykjavík.
Acta Paediatrica (Impact Factor: 1.84). 05/2001; 90(4):429-35. DOI: 10.1111/j.1651-2227.2001.tb00445.x
Source: PubMed

ABSTRACT Numerous studies have found that involvement in moderate-intensity and strenuous activity has positive effects on health. This study considered the prevalence of different aspects of physical activity and sedentary behavior in 11-16-y-olds based on a representative national survey of 3270 Icelandic primary schoolchildren (91% response rate). All-day sedentary behavior was extremely rare (< 1%), and the vast majority (91%) were physically active (> or = 3 times per week) during school or leisure time, thanks largely to school physical education. Only 39% were physically active (> or = 3 times per week) during leisure time, and only 29% engaged in regular (> or = 3 times per week) leisure time strenuous exercise. Girls were more sedentary, less leisure time physically active, and less involved in leisure time strenuous exercise. Sedentary behavior increased and physically active behavior decreased with age, especially after early adolescence. However, there were no age differences in strenuous leisure time exercise. Upper-class students were less sedentary and more physically active during leisure time than working-class students. Finally, rural students were more sedentary during leisure time, and less physically active than students from urban areas. An interaction was found between age and residence when predicting leisure time physical activity, indicating that the inverse age-activity relationship in urban areas is partly reversed in rural areas. Conclusion: Compulsory school physical education frequently failed to translate into voluntary physical involvement. Sociodemographic differences in physical activity were greater during leisure time, than during school and leisure time combined.

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    • "In fact, families spending money and encourage their children to participate in sport and physical activity in order to develop their skills and becoming more social (Patnode et al., 2010; Mota & Silva, 1999). There have been many review articles in the past decade describing the correlates of physical activity among adolescents (Kristjansdottir & Vilhjalmsson, 2001; Humbert et al. , 2006). On the basis of the existing literature on families and talent development, few suggestions can be provided as to how parents and siblings should support the performer in his/her pursuit of excellence and on the specific types of behaviors that a young performer may perceive as pressure or support (Norm O'Reilly et al., 2012). "
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    • "Criteria for urban and rural residence varied within and among countries. For example, urban Icelandic adolescents walked or cycled to school for about three times the distance of rural peers (Kristjansdottir and Vilhjalmsson, 2001). Rural areas in the USA tended to have extensive school bussing programmes, which was consistent with the observation that USA urban youth tended to more likely meet recommended PA levels (Lutfiyya et al., 2007). "
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