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Socialisation of the Primary School Child Into a Physically Active Lifestyle A Population Study

Socialisation of the Primary School Child Into a Physically Active Lifestyle A Population Study Lifestyle Research encompasses the relationship between person and environment Epidemiology examines causal relationships Research Focus

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Socialisation of the Primary School Child Into a Physically Active Lifestyle A Population Study

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  1. Socialisation of the Primary School Child Into a Physically Active LifestyleA Population Study

  2. LifestyleResearch encompasses the relationship between person and environment Epidemiology examines causal relationships

  3. Research Focus • To increase understanding of lifestyle and health behaviour and its social context in the lives of young people • The primary research approach is not epidemiological, but does not exclude the possibility of findings relevant to epidemiology

  4. Research Framework • Physical activity behaviour is a complex interweaving of biological, social, psycho-social and cultural threads • Framework developed from the hypothesised relationship between personal and social variables, physical activity and health

  5. Socio-cultural Factors Biobehavioural Health & Well-being Status Genotype Gender Social Integration Socio-economic Status Parental Influence Primary Education Physical Activity Health well-being Media influence Psychological Factors Environment Motivation Knowledge Self Perception Attitude Geographic Location Community Facilities TV Viewing Time Season/Climate

  6. Research Questions • What factors are significantly related to PA ? • What are ‘determinants’ / predictor variables ? • Is the primary school experience associated with physical activity outside of school ? • What are the activity patterns of Irish preadolescents ?

  7. Study Population and Sample Population 5th and 6th class pupils Equivalent age cohort 11-12 years (+/- 1) Sample Size Total: 1602 792 boys 810 girls Sampling Unit One class: 5th or 6th Schools < 4 teachers: 5th and 6th combined Sampling area 13 counties dispersed: Leinster, Munster, Connacht

  8. Sampling : gender and denominational status Sample of Schools 62 Girls only schools 17 Boys only schools 14 Co-ed schools 31 Roman Catholic 95 % Church of Ireland 5 %

  9. Survey Method Researcher administered questionnaire - 45-60 minute interview - consistency of approach to recording data • Social desirability must be anticipated in health behaviour studies. • Reporting of the right response is suggested to arise in the school classroom context of research(Parke, 1996) • Desirability bias not observed in response of Primary School pupils  

  10. Demographic ProfileNational pop. ratio urban/rural (CSO,1997) 58 : 42 Sample population ratio 60 : 40 Percentage of pupils by school location City 30% Town 30% Village 36% Rural 4%

  11. Percentage of children in designated areas of disadvantage • 9% of schools registered under Designated Areas of Disadvantage scheme • Predominance in Dublin, Cork and Limerick • 61% of all disadvantaged pupils live in rural areas population < 10,000 Report on Educational Disadvantage (1995)

  12. Social Class • Difficulty with coding of children’s responses • Re-classified from 6 –pt scale into 2 groups • 46% of pupils in higher social classes • 54% of pupils in lower classes (incl.unemployed)

  13. Measure of independent variable Physical activity index (constructed from the sum of…) Frequency x MET value of activity (selection of 33 activities) X age-adjusted value 1.13 X 0.5 (30 minutes approx) MVPA accepted as activity > 4.25 METS Index included mild to moderate PA • long-termhealth benefits to be derived from this level of intensity • Intensity at which much of child’s PA is performed (Armstrong.N 1990)

  14. Measures of dependent variables Primary PE index (index constructed from aggregate of…) • Frequency of PE • Experience of subject areas (none / some / lots of) • Attitude to PE classes • Participant status (school team / school club)

  15. Social environment Social Integration Status 6-item balanced rating scale e.g.how often do you feel lonely ? (very often / sometimes / never) Index range 5 – 18 Parental Support Index (aggregate of 3 measures) parent encouragement parent role-modelling participation with family

  16. Measures of psychological variables Motivation [7-item list of motives] e.g. …to be like a sports star circle “ very important / important / not important at all ” Physical self-perception Physical subscale of the Perceived Competence Scale for Children [Structured alternative format] Example Some children are good at allsports Other children are good at one or two sports Really true for me Sort of true for meSort of true for me Really true for me   

  17. Health and Well-Being Status Aggregate of… • Symptom subscale of the malaise inventory • 6 item well-being scale lower score indicates the more positive health status

  18. Results: Physical Activity Index • Index range 0 – 282 (1.75% outliers) • Mean: 82.03 Boys 82.07 Girls 66.18 • Significant decline in girls PA from 5th to 6th class • Test for distribution normality (K-S z = 0.064, p =.000) • Cases sorted into 4 activity groups low activity / moderate-low / moderate-high / highly active Criterion for low activity = 1 period vigorous intensity activity per week (scores <10) Cases >10 systematically sorted into 3 groups

  19. Distribution of physical activity index in 1600 children 200 100 y c n e u Std. Dev = 43.09 q e Mean = 74.0 r F N = 1600.00 0 0 2 4 6 8 1 1 1 1 1 2 2 2 2 2 . 0 0 0 0 0 2 4 6 8 0 2 4 6 8 0 . . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . . . . . . . . 0 0 0 0 0 0 0 0 0 0 Physical Activity Index There were 28 outside values (> 188) in distribution of the index, representing 1.75% of cases

  20. Box-plots of PAI by gender outliers and extreme values 400 400 300 300 469 469 219 219 749 749 511 511 1085 1085 963 963 1093 1093 1003 1003 1184 1184 829 829 508 508 985 1095 1095 985 346 346 205 205 200 200 347 340 347 340 76 76 418 418 484 55 55 484 283 283 191 191 1083 1083 454 454 746 746 100 100 s s median e e u u l l a a v v I I A A P P 0 0 d d e e d d o o c c e e r r - - 100 100 N = N = 790 790 810 810 Boy Boy Girl Girl Respondent gender Respondent gender

  21. Confines of playground activity no skipping 40%of children disallowed 1 activity option 10 % disallowed 2 options 6 % confined to ‘walking or standing around’. Only 45% had unlimited opportunities for activity.

  22. Playtime activity by gender

  23. Frequency of PE

  24. Physical Education Index

  25. Relationship between physical education experience and physical activity level (%)

  26. Relationship between physical activity and social integration

  27. Children who are highly integrated in their social network are more active that those who have less contact with friends and/or those who have difficulty relating to others • Competing hypothesis may also be true: greater involvement in PA may lead to increased social integration • Association between PEI, PA and social integration suggests a feedback type mechanism

  28. Physical self-perception within gender groups

  29. Physical activity and motivation

  30. Health and well-being status ________________________________ Social desirability bias was not evidenced in 11-12 year old children’s response to health and well-being questions.. Distribution of scores shows that the clustering occurs at the lower end of the distribution, reflecting the more positive health status of the majority of children. Cut-off for not healthy

  31. Frequency of malaise symptoms [% of children] Somatic symptom scores by percentages of children in social class groups

  32. Multiple regression on physical activity index

  33. Diagnostics • When the sample size is large, almost any goodness of fit test (e.g. Kolmogorov-Smirnov) will result in rejection of the null hypothesis • For large data sets therefore, important to look not only at observed significance level but also at the actual departure from normality e.g. probability plots; residuals; casewise diagnostics of outliers in dependent variables

  34. 200 100 y c n e u Std. Dev = 1.00 q e Mean = 0.00 r F N = 1512.00 0 . - - - - - - - - - - 0 1 1 2 . 5 4 4 3 3 2 2 1 1 5 . . . . 5 . . . . . . . . . 0 0 0 5 0 0 5 0 5 0 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Regression Standardized Residual Diagnostics: testing the regression model Figure 5.37 Residuals If the model is appropriate for the data, residuals (estimates of the true error) should follow a normal distribution

  35. Conclusion Demographic, social and cultural factors contribute to highly active preadolescent population • Activity choice: extensive network of Gaelic games parallel to ‘multicultural’ sports • High activity level of rural schoolchildren • Population density less than many European countries • Independent mobility – relatively safe in Ireland

  36. Conclusion • Little evidence of the impact of socioeconomic status on activity behaviour in primary pupils • Significant association between educational opportunity and lifestyle development • Social integration status: related to PA and to health/well-being • Lifestyle choice is conditioned by life chances: educational and economic • Primary school the agent of socialisation best positioned to provide life chance: opportunity for lifestyle development

  37. Physical Activity: Comparative Data

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