Article

The Physical Activity Patterns of European Youth with Reference to Methods of Assessment

Children's Health and Exercise Research Centre, University of Exeter, Exeter, UK.
Sports Medicine (Impact Factor: 5.04). 02/2006; 36(12):1067-86. DOI: 10.2165/00007256-200636120-00005
Source: PubMed

ABSTRACT

This article reviews the habitual physical activity of children and adolescents from member countries of the European Union in relation to methods of assessing and interpreting physical activity. Data are available from all European Union countries except Luxembourg and the trends are very similar. European boys of all ages participate in more physical activity than European girls and the gender difference is more marked when vigorous activity is considered. The physical activity levels of both genders are higher during childhood and decline as young people move through their teen years. Physical activity patterns are sporadic and sustained periods of moderate or vigorous physical activity are seldom achieved by many European children and adolescents. Expert committees have produced guidelines for health-related physical activity for youth but they are evidence-informed rather than evidence-based and where there is evidence of a relationship between physical activity during youth and health status there is little evidence of a particular shape of that relationship. The number of children who experience physical activity of the duration, frequency and intensity recommended by expert committees decreases with age but accurate estimates of how many girls and boys are inactive are clouded by methodological problems. If additional insights into the promotion of health through habitual physical activity during youth are to be made, methods of assessment need to be further refined and recommended guidelines re-visited in relation to the existing evidence base.

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    • "e . type , frequency , intensity , and duration ( Armstrong & Welsman , 2006 ; Trost , 2001 ) . Although commonly used objective measures of physical activity provide valid and reliable in - formation about frequency , intensity , and duration ( Freedson , Melanson , & Sirard , 1998 ; Janz , Witt , & Mahoney , 1995 ; Montoye , 1996 ) , they provide limited information about the context and type of physical activity , and are less practical for use with large samples . "
    Dataset: JSS 2011

    Full-text · Dataset · Feb 2015
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    • "autonomía, la orientación inicial del profesorado resulta esencial para la generación de un clima de autonomía apropiado en las clases de EF (Van den Berghe et al., 2013). También hay que señalar que en sintonía con un clásico patrón en la literatura científica (Uijtdewilligen et al., 2011), los resultados asociados al género, en los cuales se evidencian unos niveles significativamente más elevados de práctica en los chicos con respecto a las chicas, concuerdan con los resultados de estudios españoles y franceses realizados mediante cuestionario, tal y como refleja una revisión europea (Armstrong y Wellman, 2006). En lo que respecta al NSE, su influencia en la práctica de AF de los adolescentes no resulta del todo concluyente, si bien se puede observar una tendencia asociativa positiva (Stalsberg y Pedersen, 2010). "
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    ABSTRACT: Schools have been identified as environments of choice for physical activity promotion. This study examines factors associated with compliance with objectively assessed physical activity recommendations for early adolescents taking part in “Sigue la Huella”, a school-based intervention guided by a social ecological framework and Self-Determination Theory (Deci and Ryan, 2002). A total of 200 students (108 boys) aged 12-13 years (M= 12.16; SD = ± 0.51), wore accelerometers during a seven-day period and completed a questionnaire. Participants were considered compliant to the recommendations if their moderate to vigorous physical activity, averaged over seven days, was ≥ 60 minutes a day. As a result 57.4% of boys and 9.9% of girls met recommendations. In a multilevel logistic regression model, compliance was higher among boys and students attending private schools, and lower for obese students. Compliance was also associated with higher perceptions of physical competence, higher perceptions of autonomy in physical education, greater importance attached to physical education and less sedentary time. In conclusion, assessed objectively, gender differences in compliance with physical activity recommendations were greater than expected. Self-Determination Theory emerged as a useful framework to identify motivational factors that can be addressed in school-based physical activity interventions and programs for early adolescents.
    Full-text · Article · Jan 2015 · Revista de Psicologia del Deporte
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    • "autonomía, la orientación inicial del profesorado resulta esencial para la generación de un clima de autonomía apropiado en las clases de EF (Van den Berghe et al., 2013). También hay que señalar que en sintonía con un clásico patrón en la literatura científica (Uijtdewilligen et al., 2011), los resultados asociados al género, en los cuales se evidencian unos niveles significativamente más elevados de práctica en los chicos con respecto a las chicas, concuerdan con los resultados de estudios españoles y franceses realizados mediante cuestionario, tal y como refleja una revisión europea (Armstrong y Wellman, 2006). En lo que respecta al NSE, su influencia en la práctica de AF de los adolescentes no resulta del todo concluyente, si bien se puede observar una tendencia asociativa positiva (Stalsberg y Pedersen, 2010). "
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    ABSTRACT: Physical Education (PE) teachers play an essential role in promoting physical activity (PA) with their teaching activity. The purpose of this study was to analyse the influence that perceived autonomy support from PE teachers exerts on regular engagement in PA, both from the students’ and teachers’ viewpoint. A total of 831 teenagers took part (M = 14.32; SD = .73; 372 boys and 459 girls) and 18 PE teachers (9 men and 9 women) from the cities of Huesca (Spain) and Tarbes (France). A linear regression analysis was performed in stages, which showed that both greater perceived autonomy support from the PE teachers by students, and highly autonomous orientation of the PE teachers positively predict greater engagement in regular PA in teenagers. The development of an autonomy-oriented climate in PE must make up one of the main pillars of the whole education process. This favourable climate must be based on the teaching intervention and discourse of the PE teachers as determining elements of the teenagers’ behaviour, being able to contribute to their development as more active people in their free time.
    Full-text · Article · Jan 2015 · Revista de Psicologia del Deporte
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