7 Does Physical Activity Vary By Virtual or In-Person School Models in School-Aged Children?
Notice bibliographique
Résumé
Abstract Background Current recommendations for school-aged children’s physical activity include at least one hour of moderate to vigorous intensity physical activity per day. Schools play an essential role in providing access to physical activity, through both structured and unstructured activity such as physical education and recess. North American data has shown that due to restrictions placed on in-person schooling, children were not meeting recommended levels of physical activity during the first wave of the COVID-19 pandemic. Objectives The objective of this study was to understand the effect schooling models have on access to physical activity and subsequent reported changes in mental and physical health. Design/Methods An online survey was distributed to parents of school-aged children aged 4-13 in Ontario. The survey included questions regarding demographics, children’s physical activity prior to and during the first wave of the COVID-19 pandemic, and parental perceptions regarding the pandemic’s impact on mental and physical health. This study received ethics approval, was hosted on the REDCapTM platform, and distributed from February-June 2021 through a local school board, the Pediatrics section of the Ontario Medical Association, and through social media. Results A total of 361 survey participants responded. Although there was a statistically significant decrease in the overall mean number of hours of physical activity per week from prior to the COVID-19 pandemic and the first wave of the COVID-19 pandemic (mean difference = 9.34 hours, SD = 10.06, p<0.001), there was no significant difference in hours of physical activity when comparing in-person and virtual school models (p=0.892 pre-COVID-19 pandemic and p=0.146 during the first wave of the COVID-19 pandemic). There was no significant difference in parent-reported impact of either physical (p=0.724) or mental (p=0.822) health between those that were enrolled in virtual or in-person school models, and no significant difference between school model and restarting activities (p=0.078). Conclusion This survey highlights not only that parents identified a significant decrease in children’s physical activity during the pandemic but also that there was no correlation between school model and physical activity. This may be due to several organized physical activities not being re-started despite schools reopening, thus contributing to similar outcomes for children in both school models. Future research may include exploring why virtual and in-person models demonstrated no significant difference in physical activity and to conduct a qualitative analysis on methods used by parents to engage children in activity.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,002 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».