Associations Between Home Environment and After-School Physical Activity and Sedentary Time Among 6th Grade Children.
This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 6th-grade children (Mage = 11.49 ± 0.5 years). Children's after-school total physical activity, moderate-to-vigorous physical activity, and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children's after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school total physical activity and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school total physical activity and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys' after-school physical activity and sedentary time, whereas the home social environment was associated with girls' after-school physical activity and sedentary time.
Dept. of Exercise Science, University of South Carolina, Columbia, SC.
Erica Y
EY
Lau
Daheia J
DJ
Barr-Anderson
Marsha
M
Dowda
Melinda
M
Forthofer
Ruth P
RP
Saunders
Russell R
RR
Pate
D061725:Accelerometry; D002648:Child; D005260:Female; D006801:Humans; D007899:Leisure Activities; D008297:Male; D009043:Motor Activity; D010287:Parent-Child Relations; D010290:Parents; D005082:Physical Exertion; D010988:Play and Playthings; D012111:Residence Characteristics; D012737:Sex Factors; D012931:Social Environment; D011795:Surveys and Questionnaires; D013997:Time Factors