Comparative study of physical activity patterns among school children in Kenya and Canada : results from the ISCOLE Project : physical education
Bibliographic record
Abstract
Examination of the timing and patterns of daily activity are crucial in understanding when children accumulate the highest levels of physical activity. The objectives of this study were to examine moderate-to-vigorous physical activity (MVPA) patterns accrued by time of day among Kenyan children, and compare activity patterns in Kenya to those of Canadian children. Physical activity and body weights of participating children were measured by accelerometry and anthropometry, while supplementary self-report data were captured by questionnaires. Data were collected as part of a larger International Study of Childhood Obesity, Lifestyle and Environment (ISCOLE) in Nairobi for ISCOLE-Kenya and in the Ottawa Region for ISCOLE-Canada. A total of 555 Kenyan and 541 Canadian children 9 to 11 years were included in the analyses. In Kenya, boys, under/healthy weight, and children attending public (lower socioeconomic status (SES)) schools were found to have significantly higher MVPA levels compared to girls, overweight/obese, and children attending private (higher SES) schools respectively. MVPA on weekdays was higher than on weekend-days. Activity profiles among Kenyan and Canadian children were very similar; however, Kenyan children had significantly higher MVPA and lower sedentary time on weekend-days. MVPA patterns among urban Kenyan children were largely similar to those of urban Canadian children when assessed by sex, BMI category, and weekday/weekend days. However, in the Kenyan sample, unlike in many higher income countries, lower SES was associated with higher MVPA.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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".