OBJECTIVES:

Active school transport (AST) may increase the time that children spend in physical activity (PA). This study examined relationships between AST and weekday moderate-to-vigorous physical activity (MVPA), light physical activity (LPA), sedentary time (SED) and total activity during naturally organized time periods (daily, before school, during school and after school) in a sample of children from 12 countries.

METHODS:

The sample included 6224 children aged 9–11 years. PA and sedentary time were objectively measured using Actigraph accelerometers. AST was self-reported by participants. Multilevel generalized linear and logistic regression statistical models were used to determine associations between PA, SED and AST across and within study sites.

RESULTS:

After adjustment for age, highest parental educational attainment, BMI z-score and accelerometer wear time, children who engaged in AST accumulated significantly more weekday MVPA during all studied time periods and significantly less time in LPA before school compared with children who used motorized transport to school. AST was unrelated to time spent in sedentary behaviors. Across all study sites, AST was associated with 6.0 min (95% confidence interval (CI): 4.7–7.3; P<0.0001) more of weekday MVPA; however, there was some evidence that this differed across study sites (P for interaction=0.06). Significant positive associations were identified within 7 of 12 study sites, with differences ranging from 4.6 min (95% CI: 0.3–8.9; P=0.04, in Canada) to 10.2 min (95% CI: 5.9–14.4; P<0.0001, in Brazil) more of daily MVPA among children who engaged in AST compared with motorized transport.

CONCLUSIONS:

The present study demonstrated that AST was associated with children spending more time engaged in MVPA throughout the day and less time in LPA before school. AST represents a good behavioral target to increase levels of PA in children.

中文翻译：

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来自12个国家/地区的9-11岁儿童的学校交通和工作日体力活动

目标：

积极的学校交通（AST）可能会延长儿童在体育锻炼（PA）上花费的时间。这项研究检查了AST与工作日中度到剧烈运动（MVPA），轻度运动（LPA），久坐时间（SED）和自然活动时间段（每天，上学前，在学期间和放学后的总活动）之间的关系）来自12个国家/地区的儿童样本。

方法：

样本包括6224名9-11岁的儿童。使用Actigraph加速度计客观地测量PA和久坐时间。AST由参与者自我报告。使用多层次广义线性和逻辑回归统计模型来确定研究站点之间和内部的PA，SED和AST之间的关联。

结果：

调整年龄，父母最高学历，BMI z评分和加速度计佩戴时间后，与使用机动交通工具进行儿童入学的儿童相比，参与AST的儿童在所有研究时间段内的工作日MVPA累积明显增加，而在LPA上学的时间显着减少。学校。AST与花费在久坐行为上的时间无关。在所有研究站点中，AST与工作日MVPA增加6.0分钟（95％置信区间（CI）：4.7-7.3；P <0.0001）相关；但是，有一些证据表明，这在各个研究站点之间是不同的（交互作用的P = 0.06）。在12个研究地点中的7个中发现了显着的正相关，差异在4.6分钟（95％CI：0.3–8.9；P与机动运输相比，参加AST的儿童每天的MVPA多于加拿大的= 0.04）到10.2分钟（95％CI：5.9-14.4；P <0.0001，在巴西）。

结论：

本研究表明，AST与儿童全天花更多时间从事MVPA和上学前在LPA中花费较少的时间有关。AST代表增加儿童PA水平的良好行为目标。