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Critical hours and important environments : relationships between afterschool physical activity and the physical environment using GPS, GIS and accelerometers in 10-12-year-old children

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Title: Critical hours and important environments : relationships between afterschool physical activity and the physical environment using GPS, GIS and accelerometers in 10-12-year-old children
Authors: Remmers, Teun, Docent, Thijs, Carel, Ettema, Dick, Vries,de, S.I. (Sanne), Lector, Slingerland, Menno, Docent, Kremers, Stef
Contributors: Lectoraat Gezonde Leefstijl in een Stimulerende Omgeving, De Haagse Hogeschool@@@Faculteit Gezondheid, Voeding & Sport, Lectoraat Move to be, Fontys@@@Fontys Sport en Bewegen
Source: International Journal of Environment Research and Public Health. 16 (2019)(17):1-20
Publisher Information: Fontys, 2019.
MDPI.
Publication Year: 2019
Subject Terms: children, physical activity, primary schools, cycling, transport, Kinderen, lichaamsbeweging, basisscholen, vervoer, accelerometers, global positioning systems (GPS), spatial behavior, context-specific, fietsen
Description: The objective of this study was to assess relationships between children's physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10-12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location­and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children's exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children's home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes. LinkedIn: https://www.linkedin.com/in/sanned/
Document Type: article
Language: English
DOI: 10.3390/ijerph16173116
Access URL: https://surfsharekit.nl/public/37cdd7ab-af21-4939-97b4-c656b6471f92
https://surfsharekit.nl/objectstore/c09be015-64aa-4fb5-8da6-c034c6fb914f
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Accession Number: edshbo.sharekit.fontys.oai.surfsharekit.nl.37cdd7ab.af21.4939.97b4.c656b6471f92
Database: HBO Kennisbank
Description
Abstract:The objective of this study was to assess relationships between children's physical environment and afterschool leisure time physical activity (PA) and active transport. Methods: Children aged 10-12 years participated in a 7-day accelerometer and Global Positioning Systems (GPS) protocol. Afterschool leisure time PA and active transport were identified based on location­and speed-algorithms based on accelerometer, GPS and Geospatial Information Systems (GIS) data. We operationalized children's exposure to the environment by combining home, school and the daily transport environment in individualized daily activity-spaces. Results: In total, 255 children from 20 Dutch primary schools from suburban areas provided valid data. This study showed that greenspaces and smaller distances from the children's home to school were associated with afterschool leisure time PA and walking. Greater distances between home and school, as well as pedestrian infrastructure were associated with increased cycling. Conclusion: We demonstrated associations between environments and afterschool PA within several behavioral contexts. Future studies are encouraged to target specific behavioral domains and to develop natural experiments based on interactions between several types of the environment, child characteristics and potential socio-cognitive processes. LinkedIn: https://www.linkedin.com/in/sanned/
DOI:10.3390/ijerph16173116