Inserção de profissionais de educação física no Sistema Único de Saúde: análise temporal (2007-2021) / Insertion of physical education professionals in the Unified Health System: temporal analysis (2007-2021)

O objetivo desta pesquisa foi descrever e analisar a série temporal da inserção de profissionais de educação física (PEF) no Sistema Único de Saúde (SUS) no período de 2007 a 2021, bem como apresentar a distribuição por regiões e estados de profissionais no território brasileiro. Trata-se de um estudo descritivo e de série temporal que utilizou dados secundários oriundos do sistema de consultas do Cadastro Nacional dos Estabelecimentos de Saúde (CNES). Analisou-se o quantitativo de PEF no SUS nas cinco regiões e nos vinte e seis estados e no Distrito Federal entre 2007 e 2021 e reali-zou-se a análise temporal para verificar a distribuição dos PEF nas regiões brasileiras. Os resultados apontam para um crescimento no número de PEF entre 2007 (n = 22) e 2020 (n = 7.560) em todo o país. Em 2021 observa-se uma redução de 2,8% no quantitativo de PEF. Entre as regiões, os maio-res quantitativos foram observados nas regiões Nordeste e Sudeste, enquanto nos estados a maior concentração foi em Minas Gerais, seguido de São Paulo, Pernambuco, Bahia e Rio Grande do Sul. Observou-se uma tendência crescente de PEF nas regiões Norte e Sul. Conclui-se que o quantitativo de PEF atuantes no SUS teve um crescimento expressivo durante o período analisado, sendo fruto das políticas públicas e programas voltados à promoção da atividade física constituídos ao longo do tempo. Apesar disso, há importantes disparidades geográficas que não devem ser desconsideradas, reforçando a necessidade de estratégias coletivas e investimentos em políticas públicas que fomentem a inserção dos PEF na rede assistencial e de fortalecimento do SUS

The aim of this study was to describe and analyze the time series of physical education professionals (PEF in Portuguese) in the Unified Health System (SUS in Portuguese) from 2007 to 2021, as well as to present their distribution by Brazilian regions and states. This is a time series study which used secondary data from the Consultation System of the National Registry of Health Establishments (CNES in Portuguese). We analyzed the number of PEF in the country, in the five Regions and in the twenty-six States and the Fed-eral District between 2007 and 2021 and the temporal analysis was carried out to verify the distribution of PEF in the Brazilian regions. The results point to an increase in the number of PEF between 2007 (n = 22) and 2020 (n = 7560). In 2021, there is a 2.8% reduction in the amount of PEF. Among the regions, the highest numbers were observed in the Northeast and Southeast regions, while in the states the highest con-centration was in Minas Gerais, followed by São Paulo, Pernambuco, Bahia and Rio Grande do Sul. There was an increasing trend in the distribution of PEF in the North and South regions. The number of PEF working in the SUS had an expressive growth during the analyzed period, being the result of public policies and programs aimed at promoting physical activity constituted over time. Despite this, there are important geographic disparities that should not be disregarded, reinforcing the need for collective strategies and financ-ing in public policies that encourage the insertion of PEFs in the care network and the strengthening of SUS

The potential of school-based physical education to increase physical activity in Aotearoa New Zealand children and young people: a modelling study.

AIMS: Regular physical activity (PA) is critical for children and young people's health and wellbeing. Schools are an important setting for promoting PA. This study aimed to examine prevalence of PA through physical education in New Zealand schools and the potential impact of increasing physical education on young people's PA levels. METHODS: We used data from the Active NZ Young People Survey of over 8,000 young people and modelled the impact of a hypothetical intervention that increased school-based physical education time to 2.5 hours (consistent with international best practice) on the distribution of PA. RESULTS: At baseline, 61.3% (95%UI 60.2-62.5) of young people were classified as being sufficiently active (7+ hours/week), 19.8% (95%UI 18.9-20.8) were moderately active, and 18.8% (95%CI 17.9-19.7) were minimally active. The intervention scenario would more than halve the prevalence of minimal activity to 8.1% (95%UI 7.5-8.8) and increase the proportion of sufficiently active young people to 68.4% (95%UI 67.3-69.5). CONCLUSION: Increasing time being active through physical education has the potential to reduce the prevalence of minimally active young people in New Zealand. Policies to support increased physical education time, such as time-based requirements, would increase PA levels.

Assessment of Validity of Children's Movement Skill Quotient (CMSQ) Based on the Physical Education Classroom Environment.

The development of movement skills in children is a critical element in promoting physical activity and other positive health trajectories over their lifetime. A reliable and valid assessment tool is essential for evaluating children's movement skills in daily physical education environments. The purpose of this study was to examine the validity of Children's Motor Skills Quotient (CMSQ) used in the classroom setting. Six raters conducted evaluation to participants, and a total of 734 children completed all the test items and were included in the study. Descriptive statistics and Rasch analysis were used in this study. The descriptive statistics were mainly used for calculating the mean, standard deviation, percentage, and internal consistency coefficient. Rasch analysis was used to verify the fitting statistics, project difficulty, and functional differences of the items of the CMSQ. The findings showed that the CMSQ met the assumption of the Rasch model, including the unidimensionality, local independence, person measure, and item difficulty hierarchy. The CMSQ also demonstrated adequate interrater reliability and internal consistency. The differential item functioning (DIF) demonstrated a few items showing different probabilities across sex and age. To maintain the item difficulty hierarchy of the CMSQ, no items were deleted. Overall, the CMSQ seems to have appropriate test items with an appropriate rating scale structure for measuring 6-9-year-old children's movement skills in the physical education classroom environment.

Prevalência e conhecimento do uso de protetores bucais personalizados em praticantes de esportes / Prevalence and knowledge of the use of personalized mouth protectors in sports practitioners

Objetivo: descrever a prevalência e os conhecimentos sobre o uso de protetores bucais personalizados (PBP) por atletas e professores. Métodos: estudo transversal descritivo realizado em 2016 no município de Piratini, RS. Os participantes eram atletas e professores de escolas e centros de treinamento. Foram coletados dados socioeconômicos, sobre conhecimentos, práticas, experiências e uso de PBP. Os dados foram analisados de forma descritiva com o programa EpiData Analysis, V2.2.3.187. Resultados: a amostra foi composta por 40 atletas e 7 professores, com idades entre 17 e 45 anos. A prevalência do uso de PBP entre os atletas foi de 32,5% (13) e 55% (22) não tinham conhecimento sobre PBP. Além disso, 77,5% (31) dos atletas e 100% (7) dos professores não saberiam indicar um profissional para confeccioná-los. Conclusão: o conhecimento sobre o uso de PBP é escasso, mas, contudo, há uma parcela de atletas que faz uso para a prática de esportes. Destaca-se a importância da necessidade de se investir em políticas de educação em saúde sobre protetores bucais em escolas, academias e centros de treinamento esportivo.(AU)

Objective: to describe the prevalence and knowledge about the use of personalized mouth protectors (PMP) by athletes and teachers. Methods: cross-sectional descriptive study carried out in 2016 in the Piratini/RS city. Participants were athletes and teachers from school and training centers. Socioeconomic data, knowledge, practices, experiences and use of PMP were collected. Data were analyzed in a descriptive with the EpiData Analysis program V2.2.3.187. Results: the sample consisted of 40 athletes and 7 teachers, aged between 17 and 45 years. The prevalence of PMP use among athletes was 32.5% (13) and 55% (22) were not knowledge of PMP. In addition, 77.5% (31) of the athletes and 100% (7) of the teachers did not know to indicate a professional to make them. Conclusion: the knowledge about the use of PMP is scarce and on the other hand, there is a portion of athletes that makes use for the practice of sports. It is important to emphasize the need to invest in health education policies on mouth protectors in schools, gyms and sports training centers.(AU)

The Relationship between Written District Policies and School Practices among High-Need Districts in New York State.

BACKGROUND: This study tested the hypothesis that written district wellness policies are associated with higher rates of implementation of nutrition and physical activity practices. METHODS: Written wellness policies and building level practices were assessed for schools (N = 295) within high-need districts (N = 70) in New York State. The relationship between policies and practices was measured using multi-level mixed-effects logistic regressions. RESULTS: Overall, stronger written district policies significantly increase the likelihood of practice implementation in schools. This relationship is strongest for physical education and physical activity items, followed by nutrition standards for competitive foods in middle and high schools. Most elementary schools implemented nutrition practices with or without a policy and there were differences in implementation rates between elementary and middle/high schools. When examined separately, policies were for the most part not significantly associated with implementation of corresponding practices. CONCLUSIONS: Strong and comprehensive written policies are associated with higher rates of practice implementation overall, but the consistency of this relationship varies by policy-practice domain. The newer policy topics areas of school wellness promotion and marketing were less frequently included in written policies. Future research should examine whether districts that strengthen their written policies achieve greater implementation over time.

Use of physical education services by adults and the elderly in extreme south of Brazil: a population-based study. / Utilização de serviços de educação física por adultos e idosos no extremo sul do Brasil: estudo de base populacional.

This study aimed to describe the use of physical education services by adults and elderly and to show characteristics of those who did not use these services, as well as to describe the knowledge of the population on the provision of these services in public health policies. It was conducted in Rio Grande (RS) in 2016 with a sample of 1,300 people interviewed using a questionnaire. A total of 16.1% (CI95% 13.0:19.3) of the respondents had used the services in the last three months. Of these, 78% did so in private services, with a predominance of gyms (73.2%). For those who did not, the lack of time was the reason in 31.1%, and 37.7% reported that school was the last contact with a physical education teacher. A total of 18.8% of the population never used physical education services. Knowledge about physical education in public health policies was 15.4% for basic health facilities (UBS) and 13.9% the University Hospital. A low use of physical education services by adults and elderly has been identified, concentrated in private spaces and more accessible to groups of higher income and schooling. Thus, a lack of democratization has been found in the use of this service by the adult and elderly population.

Este estudo teve por objetivo descrever a utilização dos serviços de educação física por adultos e idosos e apresentar características de quem não utilizou tais serviços. Além disso, descrever o conhecimento da população sobre a oferta destes serviços nas políticas públicas de saúde. Realizado em Rio Grande/RS com uma amostra de 1300 pessoas entrevistadas por meio de questionário no ano de 2016. Um total de 16,1% (IC95% 13,0:19,3) dos entrevistados utilizou os serviços nos últimos três meses. Destes, 78% o fizeram nos serviços privados, com predomínio nas academias de ginástica (73,2%). Já para os que não utilizaram, a falta de tempo foi o motivo em 31,1%, e para 37,7% a escola foi o último contato com o professor de educação física. Um total de 18,8% da população nunca utilizou serviços de educação física. O conhecimento sobre a educação física nas políticas públicas de saúde foi de 15,4% para Unidades Básicas de Saúde e 13,9% no Hospital Universitário. Há uma baixa utilização dos serviços de educação física na população adulta e idosa, concentrada em espaços privados e mais acessível a grupos de maior renda e escolaridade. Assim há uma ausência de democratização na utilização deste serviço na população adulta e idosa.

Utilização de serviços de educação física por adultos e idosos no extremo sul do Brasil: estudo de base populacional / Use of physical education services by adults and the elderly in extreme south of Brazil: a population-based study

Resumo Este estudo teve por objetivo descrever a utilização dos serviços de educação física por adultos e idosos e apresentar características de quem não utilizou tais serviços. Além disso, descrever o conhecimento da população sobre a oferta destes serviços nas políticas públicas de saúde. Realizado em Rio Grande/RS com uma amostra de 1300 pessoas entrevistadas por meio de questionário no ano de 2016. Um total de 16,1% (IC95% 13,0:19,3) dos entrevistados utilizou os serviços nos últimos três meses. Destes, 78% o fizeram nos serviços privados, com predomínio nas academias de ginástica (73,2%). Já para os que não utilizaram, a falta de tempo foi o motivo em 31,1%, e para 37,7% a escola foi o último contato com o professor de educação física. Um total de 18,8% da população nunca utilizou serviços de educação física. O conhecimento sobre a educação física nas políticas públicas de saúde foi de 15,4% para Unidades Básicas de Saúde e 13,9% no Hospital Universitário. Há uma baixa utilização dos serviços de educação física na população adulta e idosa, concentrada em espaços privados e mais acessível a grupos de maior renda e escolaridade. Assim há uma ausência de democratização na utilização deste serviço na população adulta e idosa.

Abstract This study aimed to describe the use of physical education services by adults and elderly and to show characteristics of those who did not use these services, as well as to describe the knowledge of the population on the provision of these services in public health policies. It was conducted in Rio Grande (RS) in 2016 with a sample of 1,300 people interviewed using a questionnaire. A total of 16.1% (CI95% 13.0:19.3) of the respondents had used the services in the last three months. Of these, 78% did so in private services, with a predominance of gyms (73.2%). For those who did not, the lack of time was the reason in 31.1%, and 37.7% reported that school was the last contact with a physical education teacher. A total of 18.8% of the population never used physical education services. Knowledge about physical education in public health policies was 15.4% for basic health facilities (UBS) and 13.9% the University Hospital. A low use of physical education services by adults and elderly has been identified, concentrated in private spaces and more accessible to groups of higher income and schooling. Thus, a lack of democratization has been found in the use of this service by the adult and elderly population.

Canadian Assessment of Physical Literacy in grades 7-9 (12-16 years): Preliminary validity and descriptive results.

Background: The Canadian Assessment of Physical Literacy (CAPL) accurately and reliably assesses the physical literacy level of young children. However, in preliminary analyses ceiling effects were noted among 183 older children. The purposes of this study were to assess the validity of a modified CAPL designed for older children (CAPL 789) and to offer descriptive results.Methods: CAPL 789 assessed the physical literacy of Canadian children in grades 7-9. Data were collected from schools and recreation facilities in the provinces of Alberta and Ontario (Canada), yielding a new sample of 245 participants (129 girls, 13.7 ± 0.9 years). Descriptive statistics were calculated for all CAPL domains. Age and gender effects were examined to support the validity.Results: Physical competence score (/32) increased with age (F = 4.90, p < 0.05), the means in grades 7-9 being 18.9 ± 3.2, 20.9 ± 4.4 and 21.2 ± 3.4, respectively. Girls scored significantly higher (t = -2.29, p < 0.05) than boys (6.6 ± 1.2 vs 6.3 ± 1.3) in the knowledge assessment (/10).Conclusion: The CAPL 789 was feasible among children from grades 7-9. Additional research is required to establish the psychometric properties in children 12 to 16 years.

Elementary school physical activity opportunities and physical fitness of students: A statewide cross-sectional study of schools.

BACKGROUND: Using a cross-sectional design, we assessed the relationship between the time schools provide for physical activity and the proportion of students achieving a healthy aerobic capacity or body mass index. METHODS: In 2013-2014, physical education and grade-level teachers from 905 of 1,244 Georgia elementary schools provided survey data about the frequency and duration of physical activity opportunities offered before, during, and after school. Log-binomial models related the weekly physical activity minutes provided by schools to the proportion of children in the FitnessGram healthy fitness zone for aerobic capacity or body mass index while adjusting for school characteristics and demographics. RESULTS: During-school physical activity time was not associated with student fitness, but schools with before-school physical activity programs had a moderately higher prevalence of healthy aerobic capacity (prevalence ratio among girls: 1.06; 99% confidence interval: 1.00-1.13; prevalence ratio among boys: 1.03; 99% confidence interval: 0.99-1.08). Each additional 30 minutes of recess per week was associated with no more than a 3%-higher proportion of students with healthy body mass indexes (prevalence ratio among girls: 1.01; 99% confidence interval: 1.00-1.03; prevalence ratio among boys: 1.01; 99% confidence interval: 0.99-1.03). CONCLUSIONS: The amount of physical activity time provided by schools is not strongly associated with school-aggregated student fitness. Future studies should be designed to assess the importance of school-based physical activity time on student fitness, relative to physical activity type and quality.

Prevalence of physical activity among adolescents in southern Brazil.

OBJETIVE: The aim of this study was to estimate the prevalence of low physical activity levels and to identify related factors (sociodemographic, lifestyle and body weight status) in adolescents. METHODS: The study included 1103 students aged 14-19 years from city of São José/SC, Brazil. Physical activity was assessed using a questionnaire that classified adolescents into those who meet recommendations and those who do not meet recommendations. Independent variables were gender, age, monthly household income, maternal education, balanced diet, number of physical education classes, sleep/day, tobacco use, excessive alcohol use, screen time and weight status. Binary logistic regression was used to estimate odds ratios and 95% confidence intervals. RESULTS: Prevalence of inadequate levels of physical activity was 77.2%. Older students and those with lower monthly family income were more likely to have inadequate levels of physical activity. Female adolescents and older students were more likely to be sufficiently active compared to male and younger adolescents. Adolescents who sleep more hours/day were more likely to be insufficiently active. CONCLUSION: Efforts to increase levels of physical activity should be focused on older adolescents and those with lower monthly family income.

Physical Education and Sport: Does Participation Relate to Physical Activity Patterns, Observed Fitness, and Personal Attitudes and Beliefs?

PURPOSE: The purpose of this study was to examine the associations between physical education (PE) and sports involvement with physical activity (PA), physical fitness, and beliefs about PA among a national sample of adolescents. SETTING: Data from the National Health and Nutrition Examination Survey National Youth Fitness Survey were used. PARTICIPANTS: A total of 459 adolescents aged 12 to 15 years. MEASURES: Adolescents self-reported engagement in the above parameters; muscular fitness objectively determined. ANALYSIS: Multivariable linear regression. RESULTS: Adolescents who had PE during school days had a higher enjoyment of participating in PE (ß = 0.32; P = .01), engaged in more days of being physically active for ≥60 min/d (ß = 1.02; P < .001), and performed the plank fitness test longer (ß = 17.2; P = .002). Adolescents who played school sports reported that more PA was needed for good health (ß = 0.23; P = .04), had a higher enjoyment of participating in PE (ß = 0.31; P = .003), engaged in more days of being physically active for ≥60 min/d (ß = 0.70; P = .01), performed more pull-ups (ß = 2.33; P = .008), had a stronger grip strength (ß = 2.5; P = .01), and performed the plank fitness test longer (ß = 11.6; P = .04). CONCLUSION: Adolescents who had PE during school, who had more frequent and long-lasting PE, and who played school sports generally had more accurate perceptions of the amount of PA needed for good health, had greater enjoyment of PE, were more physically active, and performed better on several muscular fitness-related tests. This underscores the importance of PE integration in the schools and encouragement of school sports participation.

Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

OBJECTIVE: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. METHODS: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. RESULTS: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). CONCLUSIONS: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

The impact of physical growth and relative age effect on assessment in physical education.

Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n = 2978) were pupils in the last three years of secondary school (13-16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r = 0.14, r = 0.32, and r = 0.29. For girls, the correlations are r = 0.11, r = 0.33, and r = 0.21. All correlations are significant (p < .05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils' PE attainment. The physical growth is of course also mediated by the pupils' age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.

Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

OBJECTIVES: To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. DESIGN: Cross-sectional study. METHODS: A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. RESULTS: Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. CONCLUSIONS: Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours.

Energy expenditure estimates during school physical education: Potential vs. reality?

Schools are salient locations for addressing the high prevalence of overweight and obesity. Most US states require some physical education (PE) and the energy expended during PE has potential to positively affect energy balance. We previously used 2012 data to examine state policies for PE to calculate estimated student energy expenditure (EEE) under potential (i.e., recommendations followed) and existing conditions. Since then, data have been updated on both state policies and the conduct of PE. Based on updated data, we used PE frequency, duration, and intensity, student mass, and class size to calculate EEE for the delivery of PE under (a) national professional recommendations, (b) 2016 state policies, and (c) school-reported conditions. Although increased from four years ago, only 22 states currently have policies mandating specific PE minutes. EEE over 10years shows the enormous impact PE could have on energy balance. For the average recommended-size PE class, resultant annual EEE based on professional recommendations for min/week far exceeded those based on average state (n=22) policy for min/week by 44.5% for elementary, 62.7% for middle, and 59.5% for high schools. Since 2012 more states adopted policies for PE minutes than dropped them, however, EEE over 10years showed a net loss of 1200kcal/student. With no overall recent improvements in state PE policy and professional recommendations currently not being met, PE remains an underutilized public health resource for EEE. Strong policies, coupled with enhanced accountability of PE teachers and administrators, are needed to ensure PE exists in schools.

Associations between demographic characteristics and physical activity practices in Nevada schools.

Schools are important settings for not only providing and promoting children's physical activity (PA) but also for reducing PA disparities. We investigated associations between school-level demographic characteristics (racial/ethnic and socioeconomic composition, urban-rural status, and student-to-teacher ratio) and 16 PA-promoting practices in 347 Nevada public elementary, middle, and high schools in 2014. We found that low-cost and easy-to-implement practices are most prevalent. There is relative demographic equity in ten of 16 PA practices and significant differences in six PA practices in Nevada schools. Schools with comparatively larger percentages of Black students are the most disadvantaged, as they have the fewest PA-supportive practices in place. Higher percent black was associated with lower odds of providing classroom activity breaks (AOR=0.632, 95% CI=0.453-0.881) and bike racks (AOR=0.60, 95% CI=0.362-0.996), greater odds of withholding recess/PE for disciplinary reasons (AOR=1.377, 95% CI=1.006-1.885), and lower odds of having recess supervisors who are trained to promote PA (AOR=0.583, 95% CI=0.374-0.909). Schools with greater percentages of Hispanic students have lower odds of providing before-school PA programs (AOR=0.867, 95% CI=0.761-0.987), whereas schools with greater percentages of low-SES students have greater odds of providing after-school PA programs (AOR=1.135, 95% CI=1.016-1.268). Higher student-to-teacher ratio was also associated with greater odds of providing after-school PA programs (AOR=1.135, 95% CI=1.016-1.268). Urban-rural status was unrelated to all PA practices.

Developing a concussion assessment mHealth app for certified Athletic Trainers.

Annually, 1.6-3.8 million concussions occur from sports in the United States, which account for 5-9% of all sports injuries. The dangers of concussions include prolonged post-concussive symptoms, increased risk of subsequent concussions, seizures, mental health issues, and in cases of second-impact syndrome (SIS), possible death. Certified Athletic Trainers (ATC) continue to serve an important role in providing assessment and treatments for athletes with sports-related injuries. They provide a critical safety net due to limited knowledge and misconceptions of concussion held by some youth sports coaches and athletes. However, availability of services from ATCs in rural areas is a challenge. In order to help extend coverage to more rural student athletes, we propose designing a telemedicine app following the mHealth development roadmap from the Center for eHealth Research (CeHRes). In this paper we will document contextual inquiry, user requirements capture, design phases, and app evaluation from the targeted user base.

Accelerometry-Derived Physical Activity of First Through Third Grade Children During the Segmented School Day.

BACKGROUND: Schools should provide children 30 minutes/day of moderate-to-vigorous-physical-activity (MVPA). Determining school day segments that contribute to children's MVPA can inform school-based activity promotion. The purpose of this paper was to identify the proportion of children accumulating 30 minutes/day of school-based MVPA, and to identify school day segments' contribution to children's MVPA. METHODS: First-third graders (N = 323 [173 girls and 150 boys]) accelerometer-derived sedentary behaviors, light activity, and MVPA were measured for 1 to 5 school days. Children's activity was estimated during class time, lunch, physical education (PE), and recess. To explore disparities in MVPA, children were stratified into high/low-active groups. RESULTS: Girls and boys accumulated 30.4 and 34.4 minutes/day of MVPA on PE days and 23.5 and 27.3 minutes/day of MVPA on non-PE days. This translated to 36.5 and 44.1% of girls and boys accumulating 30 minutes of MVPA on PE days and 16.3 and 36.5% on non-PE days. On PE days, PE contributed the most MVPA for girls and boys (11.8 and 13.0 minutes/day), followed by class time (11.4 and 12.5 minutes/day), recess (5.2 and 6.5 minutes/day), and lunch (2.0 and 2.4 minutes/day). Disparities between high/low children were greatest during PE and class time. CONCLUSIONS: Most children were not accumulating 30 minutes/day of MVPA. PE and class time are promising school day segments for promoting MVPA.

Factors affecting school physical education provision in England: a cross-sectional analysis.

BACKGROUND: Attitudes towards physical activity are largely developed during childhood meaning that school physical education classes can have a strong influence. METHODS: National level data of school pupils (n = 21 515) in England were analysed to examine the association between school provision of physical education with sex, age, geographic and socioeconomic factors. RESULTS: Children attending independent schools had more scheduled physical education time (P < 0.001; 95% confidence interval (CI) 18 to 30 extra min per week). This association was true for males (P = 0.024); schools located in the South (P < 0.001; 95% CI 2 to 3) and rural areas (P < 0.001; 95% CI 3 to 5); or with a higher percentage of pupils eligible for free school meals (P < 0.001; 95% CI 3 to 4). Schools in more affluent areas (P < 0.001; 95% CI -1 to -2) and those with lower percentages of pupils from ethnic minorities (P < 0.001; 95% CI -1 to -2) also had higher minutes of physical education provision per week. Regarding age, 93% of schools met the guidelines in Years 1-9; only 45% did in Years 10-13. CONCLUSION: Differences in physical education were found in relation to school type, socioeconomic status and geographical factors. Age-related differences in compliance with guidelines are of concern; ways to increase provision for older children should be investigated.