METHODS

1. Correlates of Elementary Students in Rural, Low-income School Districts Meeting Physical Activity Recommendations: A Social Ecological Approach Megan S. Patterson MPH Ann Amuta MPH CPH. E. Lisako J. McKyer Ph.D., MPH Sharon McWhinneyPhD, RD Christine TisonePhD MPH Whitney R. Garney MPH Transdisciplinary Center for Health Equity Research SWAAP School Wellness And Advocacy Project RESULTS / FINDINGS ABSTRACT • Significant results found between environmental relationships and PA in school-aged children in rural, low income communities. • Participation In Team Sports was correlated with Days of PA among children (r=.235, p<.01) • Number of Days of Reported PE At School was correlated with Days of PA among children (r=.2252 p<.01). This was also the strongest correlation found. • A two-step regression analysis was used to investigate days of PA participation in children. The first model used the covariates gender, race/ethnicity, and income as independent variables. The second added environmental factors (socio-ecological model macro-factors)to the covariates as independent variables. • Without environmental factors, the model predicting PA in children was not significant (p=0.07) • Including environmental factors (days of school PE β=.230, p=.001; participation in team sports availability of a track at school (β=-.157, p=.029), the model was significant in predicting PA p<0.001 Background: Federal guidelines recommend that children participate in > 60 minutes of physical activity (PA) daily. However, children in the US are not meeting recommendations. Children from rural/low-income communities report lower PA levels than the national average due to specific barriers (e.g., few resources, facilities). While Physical Education (PE) provides safe and effective PA opportunities, PE resources and requirements are being reduced. Further, little is known about PE's relationship to PA among rural, low-income children. The social ecological model helps to understanding PA by investigating individual and intrapersonal factors that influence behavior. Methods: The study was cross-sectional in design. Parents (n=298) of students from seven schools in central Texas completed a questionnaire about their child's PA behaviors and school environment. Descriptive, bivariate, and multivariate analyses were conducted using SPSS 19.0. Results: 32.9% of students (47.8% male, 52.2% female; 60% white, 50% Hispanic/Latino, 15.1% black), met PA recommendations (M=4.67 days, SD=2.095). Correlations showed number of days of PE as the strongest correlate of PA in a typical week (r=0.225). Regression analyses revealed that PE, participation in team sports, and race/ethnicity were all related to PA among this sample (R2=0.22, p=.000). Conclusion: PE needs to be a regular part of school curriculum in rural communities, especially those with low income students. Health educators should address the need for PA outside of school, including affordable and accessible sport participation for children in rural/low income communities. Further, physical activity environments available to children should be a major priority on public health policy agendas. ACKNOWLEDGEMENTS & CONTACT INFO • Funding for the project leading to this presentation was made possible (in part) by 1P20MD0002295 from the National Center on Minority Health and Health Disparities. The views expressed in the materials and by the speaker do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention by trade names, commercial practices, or organizations imply endorsement by the U.S. Government.“ • Thanks to graduate students Wenhua Lu, Leina Zhu and Ann Amuta for their contributions to the organizing of this project. Special thanks to Dr. McKyer and Dr. Tisone for allowing access to the SWAAP data. • Contact information: Transdisciplinary Center for Health Equity Research, Department of Health and Kinesiology • Texas A&M University • College Station, TX 77843-4243 • Main Office: 979 – 845 – 3501 www.tamuhealthequity.org DISCUSSION The purpose of this study was to use a social ecological approach in the investigation of PA among children in rural, low-income school districts. The results of this study indicated environmental factors were significantly correlated with PA in both bivariate and regression analyses. Correlation coefficients suggest environmental relationships with PA in school-aged children who live in rural, low income communities. Team sports have proved to be effective in increasing physical activity for school aged children and even sustaining physical activity behaviors in adulthood. Unfortunately, financial barriers inhibit team sport participation among low income children OBJECTIVE To investigate associations between factors related to physical activity (PA) levels of students in rural, low-income school districts. Specifically, we examine correlates related to meeting PA recommendations among these children, while using the socio-ecological approach to frame the study. METHODS • The School Wellness and Advocacy Project (SWAAP - primary project) was designed to examine various socio-ecological (micro and macro-level) factors influencing childhood obesity. Some of the factors include: lack of physical activity, race/ethnicity, reduced access to PE resourcesin schools. • Sample description: • Participants (N=298): Parents of elementary school students. Participant racial/ethnic demographics: • 62% White • 16.4% Black • 3.3% Native American • 0.4% Asian • 17.9% not indicated • Questionnaire: • 197-item questionnaire administered to parents of 4th graders. • Item scales included assessment of (1) socio-demographic factors: ethnicity, language spoken at home (2) number of days of PE in a week (3) Amount of PA in a typical week (4) Participation in team sports. • Analysis: • Correlational analysis (Pearson’s r) and regression analysis were used to analyze the data. REFERENCES Center for Disease Control and Prevention. Physical activity and health. Atlanta, GA2011. National Association for Sport and Physical Education. Physical activity for children: A statement of guidelines for children ages 5-12. Washington DC2013. U. S. Department of Health and Human Services. Physical activity guidelines advisory committee report. Washington DC2008. Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B. Evidence-based physical activity for school aged youth. Journal of Pediatrics. 2005;146(6):732-737. RiddochC. Relationships between physical activity and health in young people. In: Biddle S, Sallis J, Cavill N, eds. Young and Active? Young People and Health-Enhancing Physical Activity: Evidence and Implications. London: Health Education Authority; 1998:17-49.