Journal of Human Kinetics volume 27/2011, 116-134 Section III – Sport, Physical Education & Recreation DOI: 10.2478/v10078-011-0010-4 123 Children's Step Counts on Weekend, Physical Education, and Non-Physical Education Days by Timothy A. Brusseau1, Pamela Hodges Kulinna2, Catrine Tudor-Locke3, Hans van der Mars2, Paul W. Darst2 There have been well-documented increases in overweight and obese children, sedentary lifestyles, and increased prevalence of a hypokinetic disease over the past 20 years. Thus understanding the physical activity patterns of children is essential for developing effective interventions. Little evidence exists that illustrates the contribution of weekend, physical education, and non-physical education days to overall physical activity patterns of children. The purpose of the study was to examine differences in pedometer-determined physical activity patterns of fourth and fifth grade children during weekend, physical education and non–physical education days. Three hundred and sixty-three children (8-11 years old) from six Southwestern USA elementary schools participated by wearing pedometers (Yamax Digiwalker SW-200) for seven consecutive days. Children recorded their steps at arrival to school and when they woke up and went to bed on weekend days. During weekdays, the fourth and fifth grade children averaged 13,196 ± 3,334 and 11,295 ± 3,168 steps/day for boys and girls, respectively. This is compared to a weekend average of 7,660 ± 4,647steps/day (boys) and 7,317 ± 4,062 steps/day (girls). Children were significantly more active on physical education days, averaging 12,979 steps/day (14,197 ± 4,697 steps/day for boys and 12,058 ± 3,772 steps/day for girls),compared to non-physical education school days, when they accumulated 11,809 steps/day (12,788 ± 3,600 steps/day for boys and 11,047 ± 3,382 steps/day for girls). Based on the findings in this study, children and youth are more active during school days than on weekend days. Furthermore, children are more active on physical education days than non-physical education days. These findings suggest that increased physical activity programming and interventions during weekend days may be needed to increase physical activity. The expansion of school-based physical education across more school days may also serve to increase children’s physical activity during the school week. Key words: Physical Activity, Pedometer, School Health, Youth 1 - College at Brockport, State University of New York -Arizona State University 3 -Pennington Biomedical Research Center 2 Authors submitted their contribution of the article to the editorial board. Accepted for printing in Journal of Human Kinetics vol. 27/2011 on March 2011. Unauthenticated Download Date | 2/9/16 6:37 AM 124 Children's Step Counts on Weekend accumulate Introduction 11,000-12,000 steps/day and boys should accumulate 12,000-15,000 steps/day. An accurate understanding of the physical Gavarry et al. (2003) suggest that it is activity (PA) patterns of children and adolescents is important to compare children’s PA patterns on essential for designing effective interventions. Sallis, school days to non-school days. There have been a Prochaska, and Taylor (2000) stated that in order to limited number of studies addressing the weekday develop effective PA interventions in children, (or school week) PA of children compared to influences on, and determinants of, activity levels weekend days and the literature offers conflicting need to be well understood. Data from cross- findings. Furthermore, only one study could be sectional potential found that discussed the PA of children on physical mediators of PA that can be targeted for change education (PE) days (compared to weekend and through interventions. This need has coincided with health days; Flohr, Todd, & Tudor-Locke, 2006). studies can help identify the increased use and international acceptance of A recent review article (Tudor-Locke et al., step-counting pedometers as a measure for the 2009) explored 31 studies published over the last assessment of free-living PA levels in children decade that focused on the habitual pedometer- (Rowland sea al., 1997; Tudor-Locke at al., 2002). determined PA patterns of youth. This review This is even more important with young children, found four (two from the USA, one from Belgium, as this population often has difficulty in accurately one from New Zealand) studies (Cardon & De recalling their activity through questionnaires and Bourdeauhuij, 2004; Duncan et al., 2006; Rowe et al., interviews (Sallis et al., 1993). Pedometers provide 2004; Flohr et al., 2006) reporting weekend day an inexpensive, objective method of assessing PA steps relative to weekday steps. The four studies that can easily be transferred across time, groups of had mixed findings relative to significance, but people and locations (Sirard & Pate, 2001). suggested Numerous recent descriptive studies have accumulated that boys across approximately these studies 12,000-16,000 explored pedometer-determined PA patterns of steps/weekday and 12,000-13,000 steps/weekend children on weekdays (i.e. Tudor-Locke, et al., 2004; day. Furthermore, girls accumulated 10,000-14,000 Tudor-Locke et al., 2006; Vincent & Pangrazi, 2002; steps/weekday and 10,000-12,000 steps/weekend Vincent et al, 2003), from which various steps/day day. These studies reported anywhere from 500- recommendations have been established. These 3,000 steps/day more during the week vs. the recommendations weekend. suggest that girls should Journal of Human Kinetics volume 27/2011, http://www.johk.pl Unauthenticated Download Date | 2/9/16 6:37 AM 125 by T. A. Brusseau et al Flohr, Todd and Tudor-Locke (2006) separated weekdays into PE (days on which they had structured PE class) and health days (days on which Material and Methods Participants they did not have structured PE but had a health Fourth and fifth grade children from six class). Boys accumulated an average of 11,980 steps elementary schools across one Southwest USA state on PE days and 13,159 steps/day on health days and were invited to participate in this study (N=829). the girls accumulated an average of 9,978 steps on Children who did not have the required minimum health days and 10,660 steps/day on PE days. The number of days or who reported taking off their differences between health and PE days may be pedometer for more than an hour (other than attributed to varying after-school activities in which during water activities, bathing, or sleeping), lost, the school or broke their pedometer, were not included in the sports/intramurals were more common on health sample. A minimum of four days has been shown days). to be children participated (i.e., after adequate time to accurately measure Variations across studies may be due to local elementary children’s’ PA patterns (Trost et al., differences and sample sizes. Further examination 2000). A minimum of six days (four weekdays and of PA patterns during weekdays as compared to two weekend days); however, were required to be weekend days is needed to make more confident included in this data set as well as at least one PE generalizations about PA patterns during children’s day. weekdays and weekend days. The current study is A total of 363 children (160 male and 203 the first to compare weekend and weekday female) provided complete data, approximately 60 pedometer-determined physical activity of USA children per school. The ethnic makeup of this elementary age children (the two previous USA sample were 161 (44%) Caucasian, 139 (38%) studies included middle school youth). It is also Hispanic, 22 (6%) African American, 14 (4%) Native important to further examine the PA contributions American, 13 (4%) Asian/Pacific Islander, and 14 of PE to the PA patterns of children. Therefore, the (4%) Other/did not report. Children ranged in age purpose of this study was to examine differences in from 8-11 years (Mean = 9.7 ± .6 and 9.6 ± .6 for boys pedometer-determined PA patterns of fourth and and girls, respectively) and had an average BMI fifth grade elementary school children during (kg/m2) of 19.7 ± 4.0 and 19.2 ± 4.2 for boys and girls, weekdays (PE and non-PE days) and weekend days respectively. Socioeconomic status was determined (Saturday and Sunday) by sex, ethnicity, and BMI. at the school level, using the percentage of children who received free or reduced lunch reported by © Editorial Committee of Journal of Human Kinetics Unauthenticated Download Date | 2/9/16 6:37 AM 126 Children's Step Counts on Weekend each individual school. Free and reduced lunch collection a pedometer eligibility was determined by federal income conducted for participating schools’ PE teachers. guidelines according to a family size and therefore This training session provided the PE teachers with can be used as an indicator of poverty status (Food various pedometers lessons and protocols in order Research and ActionCenter, 2008). On average 49% to of children at the participating schools received free protocol/procedures prior to data collection. familiarize their training students session with was the Researchers briefly reviewed these protocols or reduced lunch. Procedures with the children on the first day of data collection. Institutional Review Board approval was The protocols included the children going about provided by the University as well as the Research their normal routine, wearing the pedometer at all Board/District all schools. times except during sleeping or water-based and children activities, and not tampering with the pedometer at provided written assent. A brief demographic any time. To maintain consistency all children were questionnaire was also completed by children’s asked to wear their pedometer on their waist in line parents with the right knee. Children than completed a Parental Administration consent that was provided at obtained sex, age, grade and ethnicity/race. walking test (they walked at a moderate pace for a Instrument minimum of 30 steps) to ensure that the placement (Yamax was appropriate for them (i.e., less than 5% Corporation, Tokyo, Japan) pedometer was used to measurement error). Placements were adjusted monitor the children’s daily PA. This model of when needed. pedometer has produced valid and reliable scores Data Collection The Yamax Digiwalker SW-200 in measuring children’s PA (Barfield, Rowe, & Children were asked to wear their pedometer Michael, 2004; McKee, Boreham, Murphy, & Nevill, for one week. Each morning, a researcher interfaced 2005). with homeroom/first period classes to prompt the Pedometer Procedures children to record their step values. Weekend Each pedometer was individually checked for recording was left to the children to remember to accuracy prior to use in data collection. All existing record on a provided form, although they were batteries were replaced and shake tests were given both verbal and written reminders prior to conducted to ensure that instrumental error did not the weekend. The children completed Previous exceed 5% (see Vincent & Sidman, 2003 for Day’s Activity Surveys (previously used by Tudor- complete details on the shake test). Prior to data Locke et al., 2006) daily to check for accuracy of Journal of Human Kinetics volume 27/2011, http://www.johk.pl Unauthenticated Download Date | 2/9/16 6:37 AM 127 by T. A. Brusseau et al the weekday/ weekend days, Saturday vs. Sunday, sex, instrument. These surveys asked questions related grade (4th vs. 5th), and PE vs. non-PEdays. ANOVA to how long they took their pedometer off, how was utilized to examine differences related to they got to school, what types of activities they did ethnicity and BMI. values and compliance with wearing at home, if they had PE the previous day, etc. Data were immediately examined and entered into a data spreadsheet; any unusual or non-normal (i.e. Results PE Days vs. Non-PE Days numbers much different than their average or The weekday steps/day average included extreme, i.e. >30,000 steps/day) numbers were data from both PE and non-PE days. Results clarified with the child. The children clarified their indicated that children were significantly more extreme step values by answering questions related active on PE days (t(590)=6.83, p<.01). The current to their participation in physical activity and sport sample averaged 12,979 steps/day (14,197 ± 4,697 the previous day, whether they complied with steps/day for boys and 12,058 ± 3,772 steps/day for wearing the instrument, or if the forgot to reset their girls) on PE days compared to non-PE school days, pedometer. If unusual data did not match the the participating children accumulated 11,809 child’s response, data was not used for that day steps/day (12,788 ± 3,600 steps/day for boys and (<1%). 11,047 ± 3,382 steps/day for girls). Height was measured without shoes to the Four schools (n=229) had multiple days of PE nearest 0.5cm using a portable stadiometer (Seca; for their students and two schools (n= 34) had one Hanover, MD, USA). Weight was measured (also day of PE. Results indicated significant differences without shoes) to the nearest 0.1kg on a Seca 882 across weekdays for children with multiple days of digital scale (Seca, Hanover, MD, USA). PE (t(361)=-2.24, p< .05) compared to one day of PE. Data Analysis The children with multiple days of PE averaged BMI was calculated using the formula kg/m2. 12,454 ± 4,432 steps/weekday compared to 11,586 ± Based on BMI, children were categorized using the 4,205 (∆=868) for children that had a single day of CDC’s (2000) age and sex-specific cut points as PE. being normal range ( 85%), overweight (>85%) and Weekdays vs. Weekend Days obese ( 95%). Mean steps/day were calculated for During weekdays, the fourth and fifth grade the entire week (6 or 7 days), weekend days, children averaged 13,196 ± 3,334 and 11,295 ± 3,168 weekdays, PE days and non-PE weekdays. t-tests steps/day for boys and girls, respectively. This is were utilized to examine differences across compared to a weekend average steps/day of 7,660 © Editorial Committee of Journal of Human Kinetics Unauthenticated Download Date | 2/9/16 6:37 AM 128 Children's Step Counts on Weekend ± 4,647 (boys) and 7,317 ± 4,062 (girls). When an all days (weekend calculated, the and weekdays) current sample average of is p2 =.02), weekend days (F(5,345)=.10, p=.99, or all days (F(5,345)=1.85, p=.10, p2 <.01) =.03). p2 children accumulated 10,713 ± 2,980 (boys=11,514 steps/day ± 3,032, as compared to girls=10,081 steps/day ± 2,787) Discussion Average Weekday Steps steps/day. Significant sex differences (boys more The children in this sample averaged 13,196 active than girls) were present on PE days and 11,295 steps/day on weekdays for boys and (t(321)=4.48, p<.01, ∆=2,139), non-PE weekdays girls, respectively, which was similar to a small, (t(350)=4.74, p<.01, ∆=1,741), and all days previous study reporting that USA elementary (t(361)=4.68, p<.01, ∆=1,433). The weekend steps school boys accumulated an average of 13,162 were not significantly different for sex (t(361)=.77, steps/day, and girls an average of 10,923 steps/day p=.44, ∆=343). Children were also significantly more on weekdays (Vincent & Pangrazi, 2002). These sex active on Saturday’s (7,920±5,228) than Sunday’s differences are supported by a recent review of the (7,169±5,025); t(383)=2.657, p<.01. physical activity patterns of European youth which BMI Differences found that boys were also more active than girls There were significant differences by BMI group 314)=7.46, accumulated fewer steps/day when compared to =.05), non-PE days (F(2, 341) =3.77, p<.05, their Swedish (15,891 = boys; 13,143 = girls; p2 =.02) and for all days (F(2, 352)=5.25, p<.01, Raustorp et al., 2004) and New Zealand (15,606 = p2 =.03). In each of these cases, follow-up tests boys; 13,031 = girls; Cox, Schofield, Greasley, & indicated that the significant differences were Kolt, 2006) counterparts. The findings are consistent present between the normal weight and the obese with a recent review article (Beets et al., 2010) that group (p<.05) rather than the overweight group. found USA children to accumulate fewer steps/day Table 1 shows the mean steps/day for each day than European and Western Pacific children. according to BMI cut points and sex. No significant Comparing Average Weekend Day with Weekday Steps p<.01, on p2 PE days (F(2, (Armstrong & Welsman, 2006). The children differences were found for weekend day (p=.12) PA In this study, the only days where boys (7,660) by BMI classification. and girls (7,317) accumulated similar step counts Ethnic Differences were Results showed no significant differences across The significant differences found in this current ethnic groups on PE days (F(5,309)=2.24, sample between weekdays and weekend days were p=.05, consistent with the differences reported in a similar p2 =.04), non-PE days (F(5,334)=1.22, p=.30, Journal of Human Kinetics volume 27/2011, during the weekend days. http://www.johk.pl Unauthenticated Download Date | 2/9/16 6:37 AM 129 by T. A. Brusseau et al pedometer-based study that included elementary school children that also reported more active weekdays. Table 1 Mean Steps/Day by BMI Cut Point and Sex PE Day* (SD) Non-PE Day* (SD) Boys Girls Boys Obese (N = 87) 12712 (4010) 10567 (3180) 12106 (3522) Overweight (N =64) 13824 (4286) 11633 (3414) Normal (N = 204) 15185 (4930) 12804 (4139) Girls Weekend Day (SD) All Days* (SD) Boys Girls Boys Girls 9794 (3193) 6554 (3688) 6874 (3922) 10711 (2719) 9058 (2687) 13468 (4564) 10652 (3056) 8134 (4127) 7340 (4609) 11750 (3342) 12852 (3261) 11617 (3264) 8102 (4722) 7585 (3448) 11838 (3022) 9773 (2626) 10579 (2757) * p < .05 between boys and girls (for BMI cut point) found between Normal and Obese. Note that 8 children did not have their BMI calculated. PE day included a structured PE class taught by a specialist. BMI cut points were determined by CDC growth charts (CDC, 2000). Duncan et al., (2006) in their sample of 1,115 patterns of USA elementary school children (and children (aged 5-13) from New Zealand, found that only the second internationally). boys and girls averaged 16,132 and 14,124 This significant drop in weekend steps was steps/weekday, respectively as opposed to 12,702 mirrored by a study examining the weekday and (boys) and 11,158 (girls) on weekend days. weekend steps of Polish adolescents (Groffik et al., To our knowledge, the current study is the first to examine the weekend pedometer-determined PA 2008). This group of young people averaged approximately 3,200-4,300 and 3000-3,200 steps/day © Editorial Committee of Journal of Human Kinetics Unauthenticated Download Date | 2/9/16 6:37 AM 130 Children's Step Counts on Weekend less on weekend days for boys and girls, lower the family income the greater the likelihood respectively. of children being in the lowest activity group. School physical activity opportunity. Furthermore, Duncan et al. (2008) in their secondary In a sample of USA children, Morgan et al., examination of the physical activity patterns of 5-16 (2003) found that elementary school (ages 8-11 year old youth found that the low socioeconomic years) children averaged 3,800 (males) and 2,900 females were similarly active to their medium and (females) steps while they were at school. Tudor- high income counterparts during the week, but Locke, et al. (2006) found that a sample of sixth were 1,047-1,686 steps less active on weekend days. grade elementary school children averaged 6,832 This relationship may partially explain the large (males) and 4,895 (females) steps while they were at decrease in steps/weekend day in the current school. If the average accumulated steps taken sample, where the fourth- and fifth-grade children while children were at school (from the above accumulated 3,978-5,536 fewer steps on weekend samples) were subtracted from the weekday mean days. Nearly half (49%) of all children participating steps/day of their samples, it would suggest that in this project were receiving free or reduced lunch children from these studies accumulated between (reported at the school level only). 6,364-9,396 PE vs. Non-PE Days (males) and 6,400-8,395 (females) steps/day outside of school. The average weekend PE days may contribute an additional 1,409 steps of this current sample fall within these ranges and 1,011 steps/day for boys and girls, respectively. (boys = 7,660 and girls = 7,317 steps/day). This may Utilizing Graser et al. (2011) estimate of 122 suggest that children in the current study did not steps/minute for boys and 102 steps/minute for compensate for the steps that they typically girls, a 30 minute PE (which includes quality accumulate during school on the weekends. instruction and activity) class has the potential to Socioeconomic status. contribute an additional 12 and 10 minutes of PA A potential explanation for the large difference each day for boys and girls, respectively. Using this between weekday and weekend day PA may also line of reasoning, daily PE has the potential to be related to parental income or socioeconomic contribute nearly 60 (males) and 50 (females) status. Gordon-Larsen et al. (2000) found that additional minutes of PA per week. family income was associated with PA patterns of Previously, Flohr et al. (2006) did not find a adolescents. They stated that the higher the family difference between PE and non PE day activity income, the more likely the children to be patterns. Their sample of 44 seventh grade students categorized in the highest activity groups; while the had a consistent number of steps across days (PE, Journal of Human Kinetics volume 27/2011, http://www.johk.pl Unauthenticated Download Date | 2/9/16 6:37 AM 131 by T. A. Brusseau et al health education, and weekend), which is different previous literature suggesting that children are less from our own finding. They also reported that the active on weekend days compared to school days students who participated in organized after-school (e.g. Gavarry et al., 2003) as well as the large scale activities (50% of their sample) accumulated more pedometer steps/day than students who did not participate in children) that examined weekday and weekend PA after-school activities (i.e., 3,108 more steps). The (Duncan et al., 2006). Furthermore, few children are authors acknowledged that this participation in meeting the daily recommended steps/ day (13,000 after-school activities may have negated any and 11,000 for boys and girls, respectively) on apparent difference in steps/day on PE and non-PE weekend days. Challenge Physical Activity and Fitness Awards Limitations Program (President’s Council on Physical Fitness study days (that set included forth by the elementary President’s A number of limitations a worth noting. First, and Sports, 2001). This suggests that increased PA as Crouter et al. (2005) noted, spring levered programming and interventions during weekend pedometers may underestimate steps in overweight (and possible other types of non-school days, e.g., and obese individuals. Second, this study took place summer time) may be needed to address the PA in six schools; however, they were in only one USA patterns of children. The highest steps/day values state, making it difficult to generalize these results were attained on PE days, and those children who beyond this locale. had multiple days of PE accumulated a statistically significant Conclusions higher average daily step count compared to children with a single day of PE. Based on the findings in this study, elementary Findings suggest that increased PA programming school children are generally more active on school and interventions on weekend days may be needed days than weekend days. This supports the along with programming an increased during the frequency of school week. References Armstrong N, Welsman JR. The physical activity patterns of European youth with reference to methods of assessment. Sports Med, 2006; 36: 1067-1087. Barfield JP, Rowe DA, Michael T. Interinstrument consistency of the Yamax Digi-Walker in elementary school children. 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Pediatr Exerc Sci, 2002; 14: 432-441. © Editorial Committee of Journal of Human Kinetics Unauthenticated Download Date | 2/9/16 6:37 AM 134 Children's Step Counts on Weekend Vincent SD, Pangrazi RP, Raustorp A, Tomson LM, Cuddihy TF. Activity levels and body mass index of children in the United States, Sweden, and Australia. Med Sci Sports Exerc, 2003; 35: 1367-1373. Vincent SD, Sidman CL. Determining measurement error in digital pedometers. Meas Phys Educ Exerc Sci, 2003; 7:19-24. Corresponding author: Timothy A. Brusseau The College at Brockport, State University of New York 350 New Campus Dr. Brockport, NY, USA 14420 Phone: 585-393-5979; Fax: 585-395-2771 E-mail: tbrussea@brockport.edu Journal of Human Kinetics volume 27/2011, http://www.johk.pl Unauthenticated Download Date | 2/9/16 6:37 AM