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Physical Activity Report Cards


Physical activity and sedentary behavior levels of children and adolescents are of


interest to many in the complex infrastructures of public health, medicine, educa-


tion, sport, recreation and leisure, industry, and governments. Potential implications


span all levels of society. In this context, Canada introduced the concept of a


“Physical Activity Report Card”in 2005 and has subsequently produced annual
report cards with the goal of improving the physical activity of youth (Tremblay


et al.2014a). The process has since expanded so that“Physical Activity Report


Cards”are available for 15 countries in North America—Canada and USA; Europe


—England, Finland, Ireland, and Scotland; Latin America—Mexico and Colombia;


the Pacific Region—Australia and New Zealand; and Africa—Ghana, Kenya,


Mozambique, Nigeria, and South Africa (Malina2014a).


Similar procedures were used in developing the report cards in the different


countries. Nine common indicators were used: overall physical activity, organized


sport, active play, active transport, sedentary behavior, family and peers, school,


community and built environment, and government structures and policies. Each of


the indicators was graded on a similar scale from A (succeeding with the majority


of children and adolescents,80%) to F (succeeding with very few children and


adolescents,20%). Allowing for data available, the results vary among countries


and highlight similarities and differences among countries, and areas needing


improvement, systematic study, and evaluation, among other considerations


(Tremblay et al.2014b).


In contrast to studies based on the PAL, questionnaires, time use, observation,


interview, and accelerometry, the report cards approach physical activity and


sedentary behavior among children and adolescents at a variety of levels from the


behaviors per se through government infrastructure. Grades for overall physical


activity, organized sport, active transportation, and sedentary behaviors ranged


from B to F, while grades for school and community, and the built environment
ranged from A to F; information was incomplete for active play and the role of


parents and peers in the majority of countries and lacking for government strategies


and investments infive countries (Tremblay et al.2014b).


Recent Trends in Physical Activity Across Time


It is often assumed that levels of habitual physical activity of children and ado-


lescents have declined over time. Data addressing this issue among children are


limited to two short-term studies based on accelerometry. No changes in habitual


activity were noted in Danish children 8–10 years between 1998 and 2004 (Møller


et al. 2009 ), and an increase in overall and weekend activity (counts/min), but not in


overall MVPA and vigorous physical activity, was noted in Norwegian youth


9 years of age between 1999 and 2005 (Kolle et al. 2009 ).


76 R.M. Malina et al.

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