Cross-Sectional Associations Between Wake-Time Movement Compositions and Mental Health in Preschool Children With and Without Motor Coordination Problems
Notice bibliographique
Résumé
Movement behaviors have been found to be important correlates of health for children and may be particularly important for children with Developmental Coordination Disorder (DCD) who often experience greater mental health problems. To date, however, little research has investigated the daily movement composition of preschool children with Developmental Coordination Disorder (DCD) and/or its association with mental health. The purpose of the current study was to: (1) examine whether differences in movement compositions (i.e., sedentary time, light physical activity, moderate-to-vigorous physical activity) exist between typically developing (TD) preschool-age children and those at risk for DCD (rDCD); and (2) investigate associations between movement compositions and mental health indicators. This cross-sectional study used the baseline cohort data from the Coordination and Activity Tracking in CHildren (CATCH) study. A total of 589 preschool-age children (Mage = 4.94 ± 0.59 years; 57.4% boys) were included in this analysis, of which 288 scored at or below the 16th percentile on the Movement Assessment Battery for Children-2 and were thus classified as rDCD. Wake time movement behaviors were measured using accelerometers and parents completed the Child Behavior Checklist to assess their child's mental health (i.e., internalizing and externalizing problems). Compositional data analysis techniques were used. After adjusting for potential confounders, the results demonstrated similar movement compositions between TD and rDCD children. Among the full sample, findings revealed a significant association between sedentary time and externalizing problems, however, each of the other associations did not reach statistical significance. These results are consistent with emerging evidence demonstrating similar patterns of physical activity and sedentary time among TD children and those classified as rDCD during the preschool years. Although movement behaviors explained little variance in mental health during this period, future research should investigate when movement compositions diverge, and how these changes may impact the mental health of TD children and those classified as rDCD later in childhood.
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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 ».