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GOOD AFTERNOON

GOOD AFTERNOON. Introduction. Physical activity “any bodily movement produced by skeletal muscles that result in energy expenditure” (Caspersen 1985) Play Organized sports Household chores Exercise. Introduction. Physical activity is important

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GOOD AFTERNOON

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  1. GOOD AFTERNOON

  2. Introduction • Physical activity • “any bodily movement produced by skeletal muscles that result in energy expenditure”(Caspersen 1985) • Play • Organized sports • Household chores • Exercise

  3. Introduction • Physical activity is important • Prevents increased risk of obesity in children (Delany 1998) • Prevents BMI gain and induce a remission of obesity in preschool age children (Mo-suwan, et al, 1998)

  4. Introduction Benefits of Regular Physical Activity for Children • Prevention of CV disease • Reduction & control of high blood pressure & childhood obesity • Improvement in the ability to perform basic motor skills • Possible prevention of injuries • Improved self-confidence & self-image • Early development of good posture • Greater ease & efficiency in performing motor tasks & sport skills • Early development of coordination & balance • Establishment of fitness as a lifetime interest • Improved flexibility (Roberts, 2000)

  5. Introduction Some measures of physical activity: Self-report Direct observations Heart rate monitors Pedometers Accelerometers Double-labeled water Calorimetry

  6. Introduction Self-report questionnaires are the most logical & cost-efficient options for epidemiological studies on young people (Crocker 1997, Kriska 1997)

  7. Introduction Several self report questionnaires have been used and described but are descriptive of activities most commonly undertaken by children in Western countries. e.g. PAQ from Canada (Kowalski 1997) Adolescent Physical Activity Questionnaire from Australia (Booth 2002)

  8. Introduction There is currently no known activity questionnaire which reflects Asian children’s physical activities or Asian children environments.

  9. VALIDITY of the MODIFIED PHYSICAL ACTIVITY QUESTIONNAIRE (PAQ_C) for OLDER CHILDREN in the PHILIPPINES

  10. Main Objective To validate a modified version of the PAQ_C questionnaire which will be utilized to identify and assess the nature and frequency of physical activity of children aged 10-12 years in an Asian metropolitan environment.

  11. Secondary Objectives • To identify Filipino physical activities • To translate the modified PAQ_C for older children into Filipino • To test the correlation between the 2 language versions

  12. Secondary Objectives 4. To correlate the activity responses in the Filipino modified version with an objective marker of activity 5. To test the reliability of the Filipino-modified questionnaire responses over various time frames

  13. PAQ_C for Older Children - assesses levels of moderate to vigorous physical activity in children beyond Grade 3 - self-administered - 7-day recall questionnaire - 9 items, each w/ 5 point scale responses - summed to derive a total activity score

  14. Significantly correlated to: • Caltrac accelerometer (r = 0.39) • Seven day physical activity recall interview (r = 0.46) • Canadian Home step test for fitness (r = 0.28)

  15. Validity - 7 day tally (r = 0.11) - weekly activity sum (r = 0.34) (Sallis, 1993) High retest reliability - r = 0.75 and 0.82 for males and females respectively (Crocker et al 1997)

  16. Methodology Ethics permission was provided by the Human Research Ethics Committees of the University of South Australia, University of Santo Tomas and the University of the Philippines

  17. Methodology Part 1: Identification of pre-pubescent Filipino children’s physical activities Hypothesis: Filipino children would engage in a different range of physical activities to those described in the Canadian version of the PAQ_C.

  18. Methodology 1. Selected 11 & 12 y/o students of the College of Education, Grade School Dept. of UST 2. Three focus groups were held with 6 children each 3. Identification of key physical activities 4. Discussions were audio-taped and transcribed 5. Common themes were identified by the author and an independent observer

  19. Methodology Part 2: Translation into Filipino, language validation, and comparison of the Filipino-modified PAQ_C in two languages Hypotheses: 1. There were no differences in responses to the Filipino or English versions of the Filipino-activity-modified version of the PAQ_C when administered 3 days apart

  20. Methodology Hypotheses: 2. Responses to either language versions of the modified PAQ_C would not differ with increasing time differences between repeated administrations

  21. Methodology 1. Sample: 11 & 12 y/o students of the College of Education, Grade School Dept. of UST 2. Sample size calculation using Epiinfo Version 6.2 (estimated population = 300 children) 3. 40 boys and 40 girls (necessary to provide a sample with 80% power (p<0.05) 4. Fluent in writing and reading both English and Filipino 5. Letters of invitation to join the study were sent home; informed consent obtained

  22. Methodology 6.Filipino-modified version of the PAQ_C translated into Filipino by the Department of Languages of the University of Santo Tomas 7. Both language versions used the standard scoring system for the original PAQ_C 8. Total score was calculated as the sum of the average responses to Questions 1 and 9, and the direct responses to Questions 2-8 9. The average of this score over the nine questions was calculated as the questionnaire score

  23. Figure 1. Consort diagram of participants (and included data from children not ill in preceding week) 300 children invited 206 declined 94 consented 3 days Admin 1 Filipino 22M (15), 28F (22) English 22M (16), 22F (18) Admin 2 Filipino 22M (20), 28F (18) English 22M (17) 28F (26) Admin 3 11 M (9) 10 F (8) 10days 20 days Admin 4 10 M (8) 13 F (10) 30days Admin 5 9 M (7) 17 F (14)

  24. Methodology Part 3: Validity of the modified PAQ_C and pedometer

  25. Methodology 1. All subjects who participated in Part 2 were requested to wear a pedometer (model: Digi-walker SW 200 Yamax, Japan) for 10 consecutive days 2. Subjects were asked to continue their usual activities and to wear the pedometer every waking hour for the next seven days 3. Total number of steps taken by each subject was recorded and divided by seven days to get the average number of steps per day

  26. Data Analysis MS Excel workbook SAS Version 8.2 Means Standard deviations Pearson r values (>0.9) Pearson linear regression models (r2 values)

  27. Results & Discussion Part 1: Pre-pubescent Filipino children’s physical activities Question 1 required considerable modification to reflect Filipino physical activities (compared to those listed in the original PAQ_C from Canada)

  28. Table 2. Means (SD) questions when different language versions were administered first or second * p < . 01

  29. Results & Discussion Part 2: Differences in response between the Filipino- and English-language versions of the modified PAQ_C when administered 3 days apart Regarding Question 8: *Significant difference when Filipino version was administered before the English version. *No significant difference when English version was administered first.

  30. Question 8: Filipino Alin sa mga sumusunod ang makapaglalarawan sa iyong mabuti sa nakaraang pitong araw? • Lahat o karamihan sa mga libreng oras ay ginagamit ko sa mga bagay na hindi kailangan ang kahit kaunting pisikal na pagpupursigi. • Minsan (1-2 ulit sa nakaraang linggo) ako ay gumagawa ng pisikal na gawain sa aking libreng oras. • Madalas (3-4 na beses sa nakaraang linggo) ako ay gumagawa ng pisikal na gawain sa aking libreng oras. • Higit na madalas (5-6 na beses sa nakaraang linggo) ako ay gumagawa ng pisikal na gawain sa aking libreng oras. • Napakadalas (7 at higit pang ulit sa nakaraang linggo) ako ay gumagawa ng pisikal na gawain sa aking libreng oras.

  31. Question 8: English Which one of the following describes you best for the last seven days? • All or most of my free time was spent doing things that involve little physical effort. • I sometimes (1-2 times last week) did physical things in my free time. • I often (3-4 times last week) did physical things in my free time. • I quite often (5-6 times last week) did physical things in my free time. • I very often (7 or more times last week) did physical things in my free time.

  32. Results Part 2: *No difference between the means of any test administration *Pearson r correlation coefficients – 0.98 *High internal consistency and test-retest reliability of responses on repeated administrations

  33. Table 3. Means and SD of question responses for language order of administration for boys and girls (Filipino then English) *p < 0.01

  34. Table 4. Means and SD of question responses for language order of administration for boys and girls (English then Filipino) n=44 * p <0.01

  35. Question 3: In the last seven days, what did you normally do during recess (besides eating)? Question 4: In the last seven days, what did you normally do at lunch (besides eating lunch)? Items (for both questions): Sat down (talking, reading, doing school work) Stood around and walked around Ran and played a little bit Ran around and played quite a bit Ran and played hard most of the time

  36. Results & Discussion Part 2: Gender Differences *Significant gender differences for Q3, Q4 & total PAQ_C score when Filipino version was administered first. *Significant gender differences for Q3 & Q4 but not the total PAQ_C score when English version was administered first. *No significant difference between 11 or 12 year olds in any language or administration order

  37. Table 5. Overall means (SD) to responses to third, fourth and fifth administrations of questionnaire

  38. Table 6. Gender means (SD) to responses to third, fourth and fifth administrations of questionnaire p value < 0.01

  39. Results & Discussion Part 2: Differences between administrations at different time intervals *No differences between overall responses to the 1st, 3rd, 4th, and 5th administration *No differences between responses for either language version in each administration *Significant gender differences for Q3 and Q4

  40. Table 7 Mean (SD) pedometer readings for first administered language version (n= 69) r2 = 4.4%

  41. Results & Discussion Part 3: Validity of modified PAQ_C and Pedometer *Low association between the modified PAQ_C and average pedometer readings *Significant gender differences regarding per-day pedometer readings

  42. Conclusion The Filipino-modified PAQ_C instrument showed high internal consistency and reliability of administration over time, using either English or Filipino versions.

  43. Conclusion The order of administration, age of subjects or language used did not significantly influence the answers to the questions

  44. Conclusion The Filipino-modified version of the PAQ_C was appropriate to Filipino conditions

  45. THANK YOU AND GOOD DAY!

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