The Routledge Handbook of Youth Physical Activity

Description

Over the past three decades the study of pediatric physical inactivity has become a public health concern. The decreases in physical activity have been associated with obesity and numerous hypokinetic diseases. In accordance with this public health concern, the study of pediatric physical activity has become a central part of research in the health and exercise science fields. The Routledge Handbook of Youth Physical Activity is the first book to survey the full depth and breadth of the issues facing this field. Bringing together many of the world’s experts and practitioners, the book helps to develop an understanding of the underlying issues related to pediatric physical activity as well as the role physical activity plays on cognitive, psychomotor, and social aspects of childhood. The book addresses issues with physical activity measurement and discuss wide-ranging aspects of physical activity interventions. With more emphasis than ever on physical activity, this book makes an important contribution to the scholars and practitioners working in the field of youth physical activity. This is the first single text on the state of current knowledge related to pediatric physical activity which offers a comprehensive guide to students and academics on these subjects The Routledge Handbook of Youth Physical Activity is key reading for all advanced students, researchers, practitioners, and policy-makers with an interest in physical activity, youth sport, public health matters, sport studies, or physical education. Cover Half Title Title Page Copyright Page Table of Contents List of Figures 1.1 Overall Physical Activity Broken into Four Domains (Organized Sport, Active Transport, Active Play & Leisure Activities, Physical Education) 1.2 Movement Intensity Continuum for Sleep, Sedentary Behavior, Light-Intensity Physical Activity (LPA), and Moderate-to Vigorous-Intensity Physical Activity (MVPA) 2.1 Distribution of the Grades (“A-B”, “C”, “D-F”, or “INC” Grades) for the Overall Physical Activity Indicator in the 49 Countries that Participated in the Global Matrix 3.0 Initiative of the Active Healthy Kids Global Alliance 3.1 International 20mSRT Performance Among 12-Year-Old Girls From 50 Countries. Data Available From Lang et al. (2018d) 3.2 International SBJ Performance Among 12-Year-Old Boys From 22 European Countries. Data Available From Tomkinson et al. (2007c) 4.1 Curvilinear Dose-Response Relationship Between PA Level (x-Axis) and Health Risk (Y-Axis) 4.2 24-Hour Movement Concept (Adapted From Tremblay, Aubert et al., 2017, Figure 4.3) 4.3 South African 24-Hour Movement Guidelines for the Early Years (Birth to Five Years) 2018 (Reproduced with Permission From Laureus Sport for Good Foundation: http://www.laureus.co.za/moving-playing-sleeping-starting- early-with-healthy-habits/) 4.4 Evolution of Early Years PA Guidelines Over Time (Image Created by MRC/CSO Social and Public Health Sciences Unit, University of Glasgow) 4.5 Flow Diagram of the Scientific Process of Developing PA Duidelines 4.6 Future Recommendations for Guideline Updates in Early Year’s Age Group 4.7 Future Recommendations for Guideline Updates in Children and Young People 6.1 Illustration of Key Issues Showing the Complexity of the Field of physical activity and Mental Health in Young People 6.2 A Circumplex Model of Psychological Valence and Perceived Activation 6.3 A Multidimensional and Hierarchical Model of Self-Esteem, with Example Domains of Physical and Social Self-Worth 6.4 Associations From a Meta-Analysis by Babic et al. (2014) for physical Activity with Sub-Domains of Physical Self-Worth 6.5 Illustration of the Concept of ‘Flow’ where High levels of Enjoyment are thought to Result from a Matching of Skills and Challenge 7.1 Illustration Depicting the Relation of Physical Activity to Cognitive Control and Academic Achievement 7.2 Standardized Academic Achievement Scores (WRAT3) Following Acute Exercise or Reading (Pontifex et al., 2013) 7.3 Scatter Plots Representing the Sexual Dimorphic Relation of Fitness to Working Memory Across three Separate Investigations (Drollette et al., 2016) 8.1 Deci and Ryan’s Continuum of Self-Determined Motivation. Reproduced From Deci., E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human behavior. New York, NY: Plenum Press 8.2 Dweck’s Model of Basic Needs. Reproduced From Dweck, C. S. (2017). From Needs to Goals and Representations: Foundations for a Unified theory of Motivation, personality, and development. Psychological Review, 124(6), 689–719 12.1 Behavioral Epidemiology Framework Related to Youth Physical Activity (Adapted from Welk et al., 2017) 12.2 Feasibility-Validity Continuum of Physical Activity Measurement Methods (Adapted From Welk et al., 2017) 12.3 Flow Chart of Possible Researcher Decisions When Selecting Physical Activity Measurement Approaches for Use with Youth (Adapted from Dollman et al., 2009) 13.1 Representation of the Memory Construct. Adapted from Gazzaniga and Colleagues (Gazzaniga et al., 2014) 13.2 Mechanisms of Memory Formation 13.3 Conceptual Illustration of Successful vs. Unsuccessful Memory Formation using a Soccer Activity 13.4 Total Survey Error Scheme for Physical Activity Measurement. Adapted from Groves and Colleagues (Grooves et al., 2009a) 13.5 Conceptual Illustration of the Relation Between Feasibility and Episodic Memories that are Likely to be Elicited if the Various Types of Report-Based Measures were Used. Adapted from National Collaborative on Childhood Obesity Research Measurement Guide – Individual Physical Activity (Welk, Morrow et al., 2017) 13.6 Conceptual Description of Energy Expenditure Components. Total Energy Expenditure Includes Resting Energy Expenditure (REE), thermic Effect of Feeding (TEF), and Activity Energy Expenditure (AEE). AEE includes Energy Expenditure Associated with Sedentary Behaviors (SB), Light Physical Activity (LPA), and Moderate-to-Vigorous Physical Activity (MVPA). Many Report-Based Measures of Physical Activity for Youth Limit their Assessments to MVPA (e.g. Free Play, Soccer) 13.7 Activity Energy Expenditure for 102 7–13-Year-Old Youth while Performing Various Activities Using Adult (Energy Cost at Rest Assumed to be 3.5 ml/kg/ min) and Child MET Alues (Energy Cost at Rest Predicted Using Child’s Age and Sex Information – Schofield Equation). Adapted From Lee, Saint-Maurice, Kim, Gaesser, and Welk (2016) 13.8 Print Screen of the Youth Activity Profile (YAP) Showing an Example of Item About Physical Activity while Commuting to School (left panel) and the Summary Report that Displays on the Screen Once the YAP is Completed (Right Panel) 14.1 Posted Sign Limiting/Suppressing PA 14.2 Data Collector Using SOPLAY Counter Board 14.3 Standard Inter-Observer Agreement Percentage Formula 14.4 iSOFIT Opening Screen 16.1 The Curvilinear Relationship Between time Accumulated (y-axis) and Intensity of Physical Activity (x-Axis): the Majority of the Day is Usually Spent in Very Low-Intensity Activities, Somewhat Less Time in light Activities, Less in Moderate and Little in Vigorous- and High-Intensity Activities. The Intensity Gradient Describes the Slope of the Log-Log Plot of this Cur 16.2 Percentiles for the Magnitude of Acceleration Above Which the Children’s Most Active (a) 60 and (b) 30 Minutes are Accumulated. Black Dashed Horizontal Lines Represent MVPA According to Hildebrand et al.’s (2014, lower) and Phillip et al.’s (2013, upper) Cut-Points 17.1 Giovanni Alfonso Borelli, De Motu Animalium 17.2 (a) Chrono-Photogrammetry (E. J. Marey and E. J. Muybridge). (b) Device for the Quantification of Foot Pressure (E. J. Marey) 19.1 Flow Chart for Selecting Methods to Assess Motor Competence Among Young People. Taken with Permission From “A Hitchhiker’s Guide to Assessing Young People’s Motor Competence: Deciding what Method to Use” (Bardid et al., 2019) 20.1 A proposed Best-Practice Process of Combining Multiple Sources of Existing Evidence, Participant Opinion, Local Knowledge and the Wider Context in the Design Process 21.1 School-Based Physical Activity Intervention Research Progression Model, Including Potential Pathways, as Described by Indig et al. (2018). Adapted From Kennedy et al. (2018). Originally Adapted From Milat, Bauman, Redman, and Curac (2011) and Bauman and Nutbeam (2013) 21.2 An Implementation Framework Adapted From Damschroder et al. (2009) for the School Setting 22.1 Iterative Phases of the Research Process for Complex Health Promotion Interventions (as Informed by Craig et al., 2008) 22.2 Using RE-AIM Framework to Evaluate Implementation and Dissemination of PA Interventions (as Informed by Reis et al., 2016). RCT: Randomized Controlled Trial 24.1 Example of Playground Redesign Using Playground Markings and Physical Structures (Photograph Courtesy of N. Ridgers) 27.1 CSPAP Components 34.1 Benefits of Active Transport 34.2 The Grade of Active Transport in the 2014–2018 Global Matrix Physical Activity Report Cards 34.3 Overview of Factors Influencing Active Transport in Children and Youth 35.1 Data Obtained From the GameTrack Digest Report: Quarter 1 (2018) (Interactive Software Federation of Europe, 2018) 35.2 3D-Printed Representations of Heart Rate. From Khot et al. (2014) 35.3 Spark Abstract Visualisations of Physical Activity: (a) Spiral, (b) Bucket. From Fan et al. (2012) 35.4 Human Figure Representing Running Data. From Stusak (2016) 35.5 Ambient Octopus Visualisation of Activity. From Ananthanarayan (2015) 35.6 Two Age-specific 3D Models of Physical Activity: (a) Children’s ‘Sun’ 3D Model, (b) Adolescents’ ‘Bar Chart’ 3D Model. From Crossley et al. (2019a) 35.7 Representation of the Virtual Traveller Intervention. Adapted From Norris et al (2015) 37.1 A representation of HIIT Protocols in order of Session duration List of Tables 2.1 International Studies and Surveillance Systems of Physical Activity in Children and Youth 2.2 Global Initiatives Compiling Evidence on Physical Activity of Children and Youth 3.1 Six Criteria for Identifying Scalable Field-based Fitness Measures 3.2 International Secular Trends in the MF test Performance of Children and Adolescents 3.3 International Physical Fitness Surveillance Efforts 3.4 Summary of Physical Fitness Test Batteries 4.1 Definition of Key Terms 4.2 Comparison of PA Guidelines for Children and Youth (5–18 Years) Between Countries Over Time 4.3 Research Design Definitions 4.4 Overview of the Different Study Designs used to Answer Research Questions 4.5 Factors Determining the Strength of Recommendations (Adapted From GRADE https://gdt.gradepro.org/app/handbook/) 4.6 Overview of PA Guidelines that Adopted or Adapted Existing Guidelines Using the GRADE- ADOLOPMENT Approach 4.7 Effect of Different Measurement Decisions to Evaluate adherence/ Prevalence Estimates 5.1 Categories of Physical Activity Intensity (adapted from Norton et al., 2010) 6.1 Appraisal of Evidence, Drawn From a Review of Systematic Reviews (2012–2017), for whether the Association between physical Activity and Depression in Young People Can be Considered Causal (Biddle et al., 2019) 6.2 Dimensions of HRQoL (Rejeski et al., 1996) 9.1 Summary of Parental Social Support Correlates 9.2 Summary of Peer Social Support Correlates 9.3 Summary of Sibling Social Support Correlates 9.4 Summary of Teacher/Coach Social Support Correlates 13.1 Examples of Surveys Conducted in United States Assessing Youth Physical Activity Levels 13.2 Characteristics of Memory 13.3 Quality Assessment of Physical Activity Questionnaire (QAPAQ) Checklist 13.4 Indices of Agreement Commonly Used in Validation Studies Involving Report- Based Measures 14.1 Validated Direct Observation Systems for Assessing Physical Activity and its Contexts 14.2 Observer Training Protocol 14.3 Online Resources for Observer Training 15.1 Recommendations for Pedometer Protocols for Youth 17.1 Activity Monitoring 17.2 Motion Analysis 18.1 Example Fitness Assessment Batteries 18.2 Example Fitness Assessment Battery Using Compound Items (Fjortoft et al., 2011) 20.1 Initial Intervention Design: Evidence and Expert Informed Key Questions 20.2 Characteristics, Benefits and Challenges of Intervention Development Frameworks 21.1 Implementation and Scale-Up Science Terms and Definitions From Across Sectors 21.2 Implementation and Scale-Up Theories and Frameworks that Have Relevance for Physical Activity and Healthy Eating Researchers (Italics). For Clarity, we Adopt a Modified classification system as per Nilsen (2015) 21.3 Factors that Contribute to Successful Scale-Up Adapted From Simmons and Shiffman (2007) and Yamey (2011) 21.4 A Minimum Data Set of Outcomes, as Defined by McKay et al. (2019) 21.5 A minimum Data Set of Determinants, as Defined by McKay et al. (2019) 22.1 Process Evaluation Components: Implementation Outcomes 22.2 RE-AIM Dimensions and their Application to Process Evaluations 22.3 PA Intervention Evaluation Questions: Assessing what Works, for Whom, and Under Which Conditions 25.1 Defining Classroom-Based Physical Activity 25.2 Summary of Conclusions From Systematic Reviews of Active Classrooms 25.3 Some Available Resources for Schools to Use to Support Active Breaks in the Classroom 27.1 Multicomponent Program Recommendations 27.2 Recent Multicomponent School-Based Studies 27.3 Multicomponent Committee Members and Possible Roles 31.1 Characteristics of the Healthy Dads Healthy Kids Trials 31.2 Characteristics of the ‘Dads And Daughters Exercising and Empowered’ (DADEE) Trials 33.1 Summary of Findings From Summer Day Camps (SDCs) 34.1 Summary of Active Transport Interventions 36.1 Examples of Successful FMS Interventions Evaluated Through Randomized Controlled Trials 37.1 Intensity Metrics Comparison 37.2 Common Stretching Techniques and Movement Forms List of Boxes 4.1 Research Questions to Inform the American 2018 PA Guidelines for Children and Young People List of Contributors Preface Part 1 Introduction to Physical Activity 1 Physical Activity Domains 2 Global Surveillance of Physical Activity of Children and Youth 3 Global Surveillance of Cardiorespiratory and Musculoskeletal Fitness 4 Physical Activity Guidelines and Recommendations Part 2 Benefits of Physical Activity 5 Physiological Health Benefits of Physical Activity for Young People 6 Mental Health Benefits of Physical Activity for Young People 7 Cognitive and Academic Benefits of Physical Activity for School-Age Children Part 3 Factors Associated with Physical Activity 8 Psychological Factors Associated with Physical Activity in Youth 9 Children’s and Adolescents’ Interpersonal-Level Correlates of Physical Activity Behavior 10 Physical Environmental Factors Associated with Physical Activity in Young People 11 School and Community Policies: Implications for Youth Physical Activity and Research Part 4 Physical Activity Measurement 12 Introduction to Physical Activity Measurement 13 Report-Based Measures of Physical Activity: Features, Considerations, and Resources 14 Direct Observation: Assessing Youth Physical Activity and Its Contexts 15 Pedometers for Measuring Physical Activity in Children and Adolescents 16 Measuring Physical Activity with Body-Worn Accelerometers 17 New Perspectives through Emerging Technologies Part 5 Fitness and Motor Skill Assessment 18 Field-Based Fitness Assessment in Youth 19 Motor Competence Assessment Part 6 Introduction to Interventions 20 Youth Physical Activity Intervention Design 21 Implementation and Scale-Up of School-Based Physical Activity Interventions 22 Evaluation of Physical Activity Interventions Part 7 School-Based Interventions 23 Physical Education-Based Physical Activity Interventions 24 School Recess Physical Activity Interventions 25 Classroom-Based Physical Activity Interventions 26 School-Based Running Programs 27 Introduction to Multicomponent School-Based Physical Activity Programs 28 Preschool and Childcare Center Physical Activity Interventions 29 School Physical Activity for Children with Disabilities Part 8 Family and Community Interventions 30 Physical Activity Interventions for Young People and Their Parents 31 The Role of Fathers in Optimizing Children’s Physical Activity 32 Before- and After-School Interventions in Youth Physical Activity: Current Situation and Future Directions 33 Keeping Kids Active: Summertime Interventions to Address Physical Activity 34 Active Transport 35 The Role of Technology in Promoting Physical Activity in Youth Part 9 Motor Skill Development, Exercise, and Sport 36 Fundamental Movement Skill Interventions 37 Exercise for Children and Adolescents 38 Importance of Organized Sport Participation for Youth Physical Activity Index