Investigating young children's physical activity through time and place

T Remmers; P Koolwijk; I Fassaert; J Nolles; W de Groot; S B Vos; S I de Vries; R Mombarg; D H H Van Kann

doi:10.1186/s12942-024-00373-8

Investigating young children's physical activity through time and place

Int J Health Geogr. 2024 May 14;23(1):12. doi: 10.1186/s12942-024-00373-8.

Authors

T Remmers¹, P Koolwijk², I Fassaert^{3

4}, J Nolles⁵, W de Groot⁵, S B Vos^{3

6}, S I de Vries^{2

7}, R Mombarg^{5

8}, D H H Van Kann^{3

9}

Affiliations

¹ School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, the Netherlands. t.remmers@fontys.nl.
² Research group Healthy Lifestyle in a Supporting Environment, The Hague University of Applied Sciences, The Hague, The Netherlands.
³ School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, the Netherlands.
⁴ Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
⁵ Institute of Sport Studies, Hanze University of Applied Sciences, Groningen, the Netherlands.
⁶ Department of Industrial Design, Eindhoven University of Technology, Eindhoven, the Netherlands.
⁷ Department of Public Health and Primary Care, Leiden University Medical Centre, Health Campus The Hague, The Hague, The Netherlands.
⁸ Faculty of Orthopedagogy, University of Groningen, Groningen, the Netherlands.
⁹ Department of Health Promotion, Maastricht University, Maastricht, the Netherlands.

Abstract

Background: Previous research indicates the start of primary school (4-5-year-old) as an essential period for the development of children's physical activity (PA) patterns, as from this point, the age-related decline of PA is most often observed. During this period, young children are exposed to a wider variety of environmental- and social contexts and therefore their PA is influenced by more diverse factors. However, in order to understand children's daily PA patterns and identify relevant opportunities for PA promotion, it is important to further unravel in which (social) contexts throughout the day, PA of young children takes place.

Methods: We included a cross-national sample of 21 primary schools from the Startvaardig study. In total, 248 children provided valid accelerometer and global positioning (GPS) data. Geospatial analyses were conducted to quantify PA in (social) environments based on their school and home. Transport-related PA was evaluated using GPS speed-algorithms. PA was analysed at different environments, time-periods and for week- and weekend days separately.

Results: Children accumulated an average of 60 min of moderate-to-vigorous PA (MVPA), both during week- and weekend days. Schools contributed to approximately half of daily MVPA during weekdays. During weekends, environments within 100 m from home were important, as well as locations outside the home-school neighbourhood. Pedestrian trips contributed to almost half of the daily MVPA.

Conclusions: We identified several social contexts relevant for children's daily MVPA. Schools have the potential to significantly contribute to young children's PA patterns and are therefore encouraged to systematically evaluate and implement parts of the school-system that stimulate PA and potentially also learning processes. Pedestrian trips also have substantial contribution to daily MVPA of young children, which highlights the importance of daily active transport in school- and parental routines.

Keywords: Accelerometer; GIS; GPS; Primary school; Transport.

MeSH terms

Accelerometry / methods
Child, Preschool
Cross-Sectional Studies
Exercise* / physiology
Female
Geographic Information Systems
Humans
Italy / epidemiology
Male
Schools*
Time Factors

Grants and funding

RAAKPRO03.123/Dutch Organization for Scientific Research (NWO)