Changes in Leisure-Time Physical Activity and Active Commuting to School From Before to After the COVID-19 Pandemic Among Adolescents in Brazil: Repeated Cross-Sectional and Longitudinal Analyses
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
PURPOSE: Compare leisure-time physical activity (LTPA) and active commuting to school among Brazilian adolescents between the periods before COVID-19 and after the reopening of schools. METHODS: This is a repeated cross-sectional study with a nested cohort targeting high school students from Southern Brazil. LTPA and active commuting to school were the self-reported outcomes. Zero-inflated Gamma and Logistic Mixed models were applied to compare, respectively, LTPA and active commuting between survey years. RESULTS: Cross-sectional analyses showed that the odds of engaging in any type of LTPA were similar between waves. However, active participants spent significantly more time in total LTPA (9.5 min/d), team sports (4.9 min/d), and fitness activities (7.7 min/d) in 2022 (n = 954; 52.0% female; 16.5 [1.2] y) than in 2019 (n = 824, 51.2% female; 16.4 [1.1] y). Prospective analyses of 286 adolescents (54.5% female) showed a reduction in the probabilities of engaging in total LTPA (-17%), team sports (-36%), and individual sports (-10%) from 2019 to 2022. No changes were found for active commuting. CONCLUSIONS: Cross-sectional and prospective differences were found for leisure but not for commuting-related physical activity between pre- and postpandemic periods. Efforts to promote physical activity should remain a public health priority.
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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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| 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 it