Sociodemographic correlates of physical activity and screen time among adolescents in Canada and Guatemala: Results from the COMPASS system
Notice bibliographique
Résumé
This study was to compare the levels of physical activity (PA) and sedentary behavior (SB) between Canadian and Guatemalan adolescents, and to examine associations of sociodemographic variables with PA and screen time among adolescents in Canada and Guatemala. Self-reported, cross-sectional data from students in grades 9–12 who participated in the 2015 COMPASS study (Canada; n = 39,817; mean age = 15.6 years) and COMPASS-Guatemala ( n = 1,221; mean age = 15.1 years) were used. Sociodemographic variables included age, gender, ethnicity (exclusively among Canadians), and weekly money allowance. Outcome variables included meeting the PA guidelines (⩾60 minutes/day) and the screen time recommendations within the SB guidelines (<2 hours/day), and participation in organized sports in and out of school. Chi-squared tests and linear and logistic regressions were used to test the study objectives. The proportions of participants meeting the PA guidelines were 48.7% and 41.3% for Canadians and Guatemalans, respectively. More Guatemalan adolescents than Canadians met the screen time recommendations (24.9% vs. 16.5%). Older age, being male, being non-White, and $0–$5/unknown of allowance were associated with meeting the PA guidelines among Canadians. Gender (being male) was the only variable associated with meeting the PA guidelines among Guatemalan adolescents. Older age, being male, being non-White, and $0–$5/unknown of allowance were associated with organized sport participation among Canadians. Among Guatemalans, being aged 15–16 years and having 0–35 quetzals/unknown of allowance were associated with participating in competitive school sports. Being male was associated with participating in recreational school sports or league/team sports outside of school. Older age, being female, being non-White, and ⩾$6 of allowance were associated with meeting the screen time recommendations among Canadians. Older age and having ⩾150 quetzals of allowance were associated with meeting the screen time recommendations among Guatemalan adolescents. These findings can inform researchers and policy makers when developing country-specific targeted interventions and programs that promote physically active lifestyles.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».