Associations between Daily Step Counts and Physical Fitness in Preschool Children
Bibliographic record
Abstract
PURPOSE: To investigate the relationships between daily step counts and physical fitness in preschool children. METHODS: Preschoolers' step counts were assessed by ActiGraph accelerometers consecutively for seven days. Physical fitness was assessed by a 20 m shuttle run test (cardiorespiratory fitness), the handgrip and standing long jump tests (musculoskeletal fitness), and the 2 × 10 m shuttle run test (speed/agility). A composite score was created from the mean of the standardized values of all physical fitness tests. RESULTS: A total of 301 preschoolers (134 girls, mean age 57.40 ± 5.47 months; 167 boys, mean age 58.10 ± 5.34 months) were included in the final analysis. Compared with the lowest tertile, boys and girls in the highest tertile of step counts achieved high physical fitness with odds ratio (OR) being 5.39 (95% CI = 1.65-17.59) and 4.42 (95% CI = 1.30-14.99), respectively, after adjusting for confounders. Meanwhile, a relationship was observed for each 1000 steps/day increment being associated with 43% (OR = 1.43, 95% CI = 1.10-1.85) and 62% (OR = 1.62, 95% CI = 1.20-2.19) increment for high physical fitness in boys and girls, respectively. In addition, significant non-linear relationship was observed between daily steps and physical fitness in boys, which indicated that accumulated 8000 steps/day was associated with the highest ratio to achieve high physical fitness. CONCLUSIONS: Positive relationships between step counts and physical fitness were observed in preschool children, and the relationships were strongest for those who accumulated 8000 steps/day in boys. To confirm the findings in this study, well-designed and large-scale longitudinal studies are needed in the future.
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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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".