Electronic Devices as Correlates of Sedentary Behavior and Screen Time Among Diverse Low-Income Adolescents During the School Year and Summer Time.

Excessive screen time among adolescents increases risk for overweight and obesity. Having electronic devices in the adolescent's bedroom is associated with more screen time. The present study expanded on previous studies by also examining portable personal electronic devices and social media membership as correlates of screen time use and total sedentary time in the school year and summer among diverse low-income adolescents. Adolescents aged 10-17 years were recruited from lower-income areas; n=150 (34 African Americans, 23 American Indians, 16 Asian/Pacific Islanders, 39 Latinos, and 38 White/non-Hispanics) completed surveys and wore accelerometers in both the school year and summer. Total sedentary time was computed from accelerometers. Recreational screen time was assessed with a 3-item validated scale. Adolescents reported the presence of 6 electronic devices in their bedrooms, ownership of 4 portable devices, and social media membership. General linear modeling was conducted for both time periods, with demographic covariates and interactions with sex and race/ethnicity. More electronic devices in bedrooms were related to more screen time during the school year and summer, and to more total sedentary time in summer. Personal electronics were related only to more screen time in the school year. Social media membership was related to more total sedentary time in summer, but only among African Americans, American Indians, and non-Hispanic Whites. Electronic devices in bedrooms was confirmed as a risk factor for sedentary behavior among low-income adolescents of color. Social media membership and use should be further studied with diverse adolescents.

Race/ethnic variations in school-year versus summer differences in adolescent physical activity.

Children and adolescents gain more weight in the summer than the school year, and there are race/ethnic differences in this pattern. Youth physical activity is lower in the summer, and the main aim of the present study was to examine race/ethnic and sex differences in adolescent physical activity, sedentary behavior, and related variables, comparing the school-year and summer. Adolescents aged 11-17 years were recruited from lower-income areas of five states in 2017-2018, and n = 207 completed surveys in both the school-year and summer: 56 African Americans, 30 American Indians, 21 Asian/Pacific Islanders, 49 Latinos, and 51 White, non-Hispanics. Of these, n = 150 also had accelerometer data. Objectively-measured physical activity was lower in the summer, especially among American Indian, Asian/Pacific Islander, and Latino subgroups. Reported screen time was substantially higher in the summer (p < .04), with the biggest increase among African Americans. Reported enjoyment of physical activity was generally lower in the summer (p < .02), which could help explain reduced physical activity. Which race/ethnic groups were at higher risk in the summer varied for physical activity and screen time, so interventions should be tailored for each group. Improved strategies to increase physical activity in the summer, especially among higher-risk groups, could contribute to youth obesity control.

Defining Accelerometer Nonwear Time to Maximize Detection of Sedentary Time in Youth.

PURPOSE: The present study examined various accelerometer nonwear definitions and their impact on detection of sedentary time using different ActiGraph models, filters, and axes. METHODS: In total, 61 youth (34 children and 27 adolescents; aged 5-17 y) wore a 7164 and GT3X+ ActiGraph on a hip-worn belt during a 90-minute structured sedentary activity. Data from GT3X+ were downloaded using the Normal filter (N) and low-frequency extension (LFE), and vertical axis (V) and vector magnitude (VM) counts were examined. Nine nonwear definitions were applied to the 7164 model (V), GT3X+LFE (V and VM), and GT3X+N (V and VM), and sedentary estimates were computed. RESULTS: The GT3X+LFE-VM was most sensitive to movement and could accurately detect observed sedentary time with the shortest nonwear definition of 20 minutes of consecutive "0" counts for children and 40 minutes for adolescents. The GT3X+N-V was least sensitive to movement and required longer definitions to detect observed sedentary time (40 min for children and 90 min for adolescents). VM definitions were 10 minutes shorter than V definitions. LFE definitions were 40 minutes shorter than N definitions in adolescents. CONCLUSION: Different nonwear definitions are needed for children and adolescents and for different model-filter-axis types. Authors need to consider nonwear definitions when comparing prevalence rates of sedentary behavior across studies.

Contextual factors related to implementation of classroom physical activity breaks.

Brief structured physical activity in the classroom is effective for increasing student physical activity. The present study investigated the association between implementation-related contextual factors and intervention implementation after adoption of a structured classroom physical activity intervention. Six elementary-school districts adopted structured classroom physical activity programs in 2013-2014. Implementation contextual factors and intervention implementation (structured physical activity provided in past week or month, yes/no) were assessed using surveys of 337 classroom teachers from 24 schools. Mixed-effects models accounted for the nested design. Availability of resources (yes/no, ORs = 1.91-2.93) and implementation climate z-scores (ORs = 1.36-1.47) were consistently associated with implementation. Teacher-perceived classroom behavior benefits (OR = 1.29) but not student enjoyment or health benefits, and time (OR = 2.32) and academic (OR = 1.63) barriers but not student cooperation barriers were associated with implementation (all z-scores). Four implementation contextual factor composites had an additive association with implementation (OR = 1.64 for each additional favorable composite). Training and technical assistance alone may not support a large proportion of teachers to implement structured classroom physical activity. In addition to lack of time and interference with academic lessons, school climate related to whether administrators and other teachers were supportive of the intervention were key factors explaining whether teachers implemented the intervention. Evidence-based implementation strategies are needed for effectively communicating the benefits of classroom physical activity on student behavior and improving teacher and administrator climate/attitudes around classroom physical activity.

Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior.

OBJECTIVE: To investigate the relation of classroom physical activity breaks to students' physical activity and classroom behavior. METHODS: Six elementary-school districts in California implemented classroom physical activity interventions in 2013-2014. Students' (N=1322) accelerometer-measured moderate-to-vigorous physical activity (MVPA) during school and teachers' (N=397) reports of implementation and classroom behavior were assessed in 24 schools at two time points (both post-intervention). Mixed-effects models accounted for nested data. RESULTS: Minutes/day of activity breaks was positively associated with students' MVPA (ßs=.07-.14; ps=.012-.016). Students in classrooms with activity breaks were more likely to obtain 30 min/day of MVPA during school (OR=1.75; p=.002). Implementation was negatively associated with students having a lack of effort in class (ß=-.17; p=.042), and student MVPA was negatively associated with students being off task or inattentive in the classroom (ß=-.17; p=.042). Students provided with 3-4 physical activity opportunities (classroom breaks, recess, PE, dedicated PE teacher) had ≈5 more min/day of school MVPA than students with no opportunities (B=1.53 min/opportunity; p=.002). CONCLUSIONS: Implementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom. Comprehensive school physical activity programs that include classroom-based activity are likely needed to meet the 30 min/day school physical activity guideline.

Physical activity in youth dance classes.

BACKGROUND AND OBJECTIVES: The majority of youth are not meeting the US Department of Health and Human Services physical activity guidelines. Dance is a popular activity, particularly for girls, and has the potential to increase physical activity for many youth. This study investigated physical activity of children and adolescents in 7 dance types: ballet, hip-hop, jazz, Latin-flamenco, Latin-salsa/ballet folklorico, partnered, and tap. METHODS: Data were collected in 17 private studios and 4 community centers in San Diego, California. A total of 264 girls from 66 classes participated (n =154 children; n = 110 adolescents). Physical activity was measured with accelerometers, and activity levels during class were calculated. RESULTS: Participants recorded an average of 17.2 ± 8.9 minutes of moderate-to-vigorous physical activity (36% of class), but this varied by age and dance type. For children, dance type differences were observed with percent of class in moderate-to-vigorous physical activity ranging from 13.6% (Latin-flamenco) to 57% (hip-hop). For adolescents, there were no differences across dance types. Children were more active than adolescents in all types except ballet. Children and adolescents were more active in private compared with community center classes. CONCLUSIONS: Overall, physical activity in youth dance classes was low; 8% of children and 6% of adolescents met the Centers for Disease Control and Prevention 30-minute guideline for after-school physical activity during dance. To increase physical activity in dance classes, teaching methods could be employed to increase activity in all types, or emphasis could be placed on greater participation in more active dance types.

Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types.

PURPOSE: The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. METHOD: Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58 dance classes at 21 dance studios in Southern California. MVPA and sedentary behavior were assessed with accelerometry, with data aggregated to 15-s epochs. Percent and minutes of MVPA and sedentary behavior during dance class segments and percent of class time and minutes spent in each segment were calculated using Freedson age-specific cut points. Differences in MVPA (Freedson 3 Metabolic Equivalents of Tasks age-specific cut points) and sedentary behavior ( < 100 counts/min) were examined using mixed-effects linear regression. RESULTS: The length of each class segment was fairly consistent across dance types, with the exception that in ballet, more time was spent in technique as compared with private jazz/hip-hop classes and Latin-flamenco and less time was spent in routine/practice as compared with Latin-salsa/ballet folklorico. Segment type accounted for 17% of the variance in the proportion of the segment spent in MVPA. The proportion of the segment in MVPA was higher for routine/practice (44.2%) than for technique (34.7%). The proportion of the segment in sedentary behavior was lowest for routine/practice (22.8%). CONCLUSION: The structure of dance lessons can impact youths' physical activity. Working with instructors to increase time in routine/practice during dance classes could contribute to physical activity promotion in youth.

Detección oportuna del cancer de cervix uterino: estudio en 240 mujeres

Se realiza 240 exámenes citológicos para detección del Cáncer de cervix uterino, en las unidades operativas de salud de 7 cantones en la provincia del Chimborazo. Realizamos el estudio para determinar el grupo más frecuente de mujeres que acuden para realizarse el Pap-Test. La clase Citológica y los microorganismos más frecuentes en la citología vaginal. Los resultados demostraron que: La edad más frecuente de mujeres que acudieron al examen fueron los del grupo de 26-30 años, con el 23//, seguido del grupo de 21-25 años con el 20 por ciento. La clase citológica más frecuente es la II-B 124 casos representa el 52 por ciento, seguida de la clase II-A con 108 casos representa el 45 por ciento, y la Clase III-A. 8 casos representa el 3 por ciento. Los microorganismos encontramos en la Citología fueron: Gardnerella V. 17,5 por ciento, tricomonas 6,6 por ciento, cándida 4,5 por ciento y Papiloma virus Humano (HPV) 0,8 por ciento.