Tracking of Physical Activity from Childhood to Adulthood
Bibliographic record
Abstract
PURPOSE: To examine 1) relationships between adult PA at 35 yr and PA as a child, and 2) the influence of enhanced primary school physical education (physed+) and of parental PA upon the long-term tracking of PA in the offspring. METHODS: PA data from the 1970-1977 Trois-Rivieres Growth and Development Study, completed when the children were aged 10-12 yr, were compared with PA data collected on 166 of the same subjects in 1996-1998, when aged 34.9 +/- 1.1 yr. The weekly duration of total PA, intense PA, light PA, organized PA, and total sedentary behaviors other than sleep as a child were each correlated with a questionnaire assessment of total weekly PA as an adult. RESULTS: Considering males and females jointly, adult PA showed a significant but weak association with childhood PA, correlations for total PA, intense PA, light organized PA, and nonorganized PA amounting to r = 0.20, 0.18, 0.12, and 0.19, respectively. In males (N = 79), the total time spent during childhood in organized PA was associated with adult PA (r = 0.26, P < 0.05), due to students who received physed+ (r = 0.34). In females, also, a higher PA frequency as an adult was significantly associated with physed+. There was no association of PA patterns between children and their parents. CONCLUSION: Our results suggest a positive impact of early required physical education upon adult PA but provide little evidence of an overall association between time spent in other categories of PA during childhood and PA as an adult.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".