Associations between Health-Related Fitness and Cardio-Metabolic Blood Profiles in Low-Income Children

Children from low-income families have a higher incidence for developing early onset cardio-metabolic disease risk factors. Optimal levels of health-related fitness may attenuate risk, but little research has examined its relationships with individual cardio-metabolic blood markers in low-income children. The purpose of this study was to examine the prevalence and correlates of unfavorable cardio-metabolic blood profiles in children from low-income families. Data were collected and analyzed on 124 children (mean age = 10.4 ± 0.9 years;57 girls, 67 boys;97% Hispanic) recruited from three urban Title I schools from the state of Utah in the US Health-related fitness. Measures were collected using the validated FITNESSGRAM fitness test battery. The Cholestech LDX system was used to analyze students’ total cholesterol (TC), LDL cholesterol, HDL cholesterol, triglycerides (TRI), and blood glucose (BG). Capillary blood samples via finger sticks were collected while each student was in a fasted state before school hours. Unfavorable measurements were defined as TC ≥ 200 mg/dL, LDL ≥ 130 mg/dL, HDL 150 mg/dL, and BG ≥ 100 mg/dL (pre-diabetes). Approximately 5.3% of the total sample had unfavorable TC, 16.7% had unfavorable HDL, 16.0% had unfavorable LDL, 15.2% had unfavorable TRI, and 25.4% had unfavorable BG (pre-diabetes). Pearson’s chi-square tests revealed no significant differences between sexes on any unfavorable classification after alpha level adjustment (p > 0.01). When all parameters were analyzed as continuous variables, Spearman’s rank correlation revealed a statistically significant linear relationship between aerobic fitness and LDL in boys (rs = -?0.65, p - 0.46, p < 0.01), and between BMI and BG in girls (rs = 0.56, p < 0.01). Aerobic fitness relates to LDL cholesterol in low-income boys and BMI relates to HDL cholesterol and BG in low-income girls.

Youth Physical Activity and Enjoyment during Semi-Structured versus Unstructured School Recess

Background: Physical activity throughout the school day may help reduce the risk of childhood obesity. Semi-structured recess is a unique approach to create more physical activity. Therefore, the purpose of this study was to compare the physical activity and enjoyment of urban school children during traditional unstructured recess and semi-structured recess. Method: Children from the Southwestern US (N = 165) wore a NL-1000 piezoelectric accelerometer during their 15-minute lunch recess. Children participated in both their traditional unstructured (no structure and no equipment) recess and semi-structured (organized games and equipment) recess. An enjoyment scale was completed after both types of recess formats. Results: During unstructured recess, children accumulated 1028 ± 356 steps and 4.59 ± 2.2 minutes of MVPA compared to 1156 ± 434 steps and 5.44 ± 2.76 minutes of moderate to vigorous physical activity (MVPA) during semi-structured recess. Paired sample t-tests revealed that children took significantly more steps (t = &#87224.98;p < 0.001) and MVPA (t = &#87225.940;p < 0.001) during semi-structured recess. No significant differences were found for enjoyment (p = 0.847) between recesses. Conclusions: It is important for schools to consider creative, semi-structured recess opportunities to increase step counts and time in MVPA (while maintaining enjoyment) and reinforce recess as an important component of a comprehensive school physical activity program.

Fit “n” Cool Kids: Effects of Peer-Modeling and Goal Setting on Physical Activity

Background: Decreasing the risk of overweight and obesity from an early age is imperative and efforts should focus on fostering children’s physical activity (PA). Within school-based interventions, there is insufficient evidence on the effectiveness of the use of character peer-modeling and goal setting to increase physical activity. Therefore, the purpose of this study was to examine the impact of a school-based intervention on PA and enjoyment of PA in grades 3 - 5 elementary school age children at two urban elementary schools. Methods: Participants were 95 students of 8 - 10 years old;activity monitors were used to assess physical activity. Daily physical activity and enjoyment was recorded at baseline, intervention, and at a 6-school-week follow-up. Results: PA significantly increased in the intervention school averaging 5549 steps at baseline, 5889 steps during the intervention, and 6515 during follow-up (p Conclusion: The Fit “n” Cool Kids intervention presents the potential of peer-modeling and goal setting for increasing PA at school. Continued interventions in schools may positively influence children’s healthy living patterns.

Physical activity and dietary behaviors of health clinic workers trying to lose weight

Health clinic workers are potential agents of change for weight loss to patients, yet their behaviors are not well known. This study examined physical activity (PA) levels and dietary habits of health clinic workers who were and who were not trying to lose weight. Participants were 64 community health clinic workers (58 females and 6 males). Moderate-to-vigorous intensity (MVI) time spent in PA was assessed by triaxial accelerometry over 7 consecutive days. Dietary habits and weight loss efforts were determined by a food frequency questionnaire. Differences in MVI and nutrition variables were assessed by One-way ANOVA, comparing those trying to lose weight and those not trying to lose weight. 48 out of 64 health clinic workers (approximately 75%) indicated that they were currently trying to lose weight. There were significant differences (p < 0.05) in Body Mass Index (BMI), daily energy (Kcal) and fat (g) intake between those trying to lose weight and those not trying to lose weight. There were no significant differences in MVI, daily sugar intake (g), vegetable and fruit servings, and daily fiber intake (g) between groups. Health clinic workers trying to lose weight appear to be engaging in some appropriate dietary but not PA behaviors.