TY - JOUR
T1 - A multi-level analysis of individual- and school-level correlates of physical fitness in children
AU - Santos, Carla
AU - Carolina Reyes, Ana
AU - Moura-Dos-Santos, Marcos André
AU - Pereira, Sara
AU - Natacha Gomes, Thayse
AU - Tani, Go
AU - Vasconcelos, Olga
AU - Chaves, Raquel N.
AU - Garganta, Rui
AU - Barreira, Tiago
AU - Katzmarzyk, Peter T.
AU - Maia, José
N1 - Funding Information:
PTK is supported, in part, by the Marie Edana Corcoran Endowed Chair in Pediatric Obesity and Diabetes. The authors gratefully acknowledge: Câmara Municipal de Vouzela, Agrupamento de Escolas de Vouzela, Vouzela Health Center and all involved in the field work. We are especially grateful to all Vouzela Ativo participating children.
Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/11/17
Y1 - 2018/11/17
N2 - Background: Children’s physical fitness is potentially influenced by biological, behavioural and environmental factors. Aim: To investigate the importance of individual-level and school-level characteristics in explaining variation in children’s physical fitness. Subjects and methods: The sample comprised 354 Portuguese children, aged 5–10 years. Physical fitness [(handgrip (HG) strength, standing long jump (SLJ), shuttle-run (SR), total physical fitness score (PFz)], gross motor coordination (GMC) and body mass index (BMI) were assessed. Moderate-to-vigorous physical activity (MVPA) was objectively monitored; birth weight and socio-economic status (SES) were obtained by questionnaire. School contexts were assessed via an objective audit. Multilevel models using the Bayesian approach were used. Results: Age was positively associated with HG, SLJ and PFz (p < 0.05); BMI was positively associated with HG (p < 0.05) and GMC with all physical fitness components (p < 0.05); MVPA was only associated with PFz (p < 0.05); children with level A SES outperformed those with level C SES in HG (p < 0.05), but those with level B SES outperformed their level A SES peers in SR (p < 0.05). Within the school context, no equipment for physical education was negatively associated with HG (p < 0.05). Conclusion: In the primary school years, individual-level characteristics were more important than the school context in explaining variations in physical fitness.
AB - Background: Children’s physical fitness is potentially influenced by biological, behavioural and environmental factors. Aim: To investigate the importance of individual-level and school-level characteristics in explaining variation in children’s physical fitness. Subjects and methods: The sample comprised 354 Portuguese children, aged 5–10 years. Physical fitness [(handgrip (HG) strength, standing long jump (SLJ), shuttle-run (SR), total physical fitness score (PFz)], gross motor coordination (GMC) and body mass index (BMI) were assessed. Moderate-to-vigorous physical activity (MVPA) was objectively monitored; birth weight and socio-economic status (SES) were obtained by questionnaire. School contexts were assessed via an objective audit. Multilevel models using the Bayesian approach were used. Results: Age was positively associated with HG, SLJ and PFz (p < 0.05); BMI was positively associated with HG (p < 0.05) and GMC with all physical fitness components (p < 0.05); MVPA was only associated with PFz (p < 0.05); children with level A SES outperformed those with level C SES in HG (p < 0.05), but those with level B SES outperformed their level A SES peers in SR (p < 0.05). Within the school context, no equipment for physical education was negatively associated with HG (p < 0.05). Conclusion: In the primary school years, individual-level characteristics were more important than the school context in explaining variations in physical fitness.
KW - Children
KW - multi-level modelling
KW - physical fitness
KW - school context
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U2 - 10.1080/03014460.2018.1549684
DO - 10.1080/03014460.2018.1549684
M3 - Article
C2 - 30513218
AN - SCOPUS:85060129542
SN - 0301-4460
VL - 45
SP - 470
EP - 477
JO - Annals of Human Biology
JF - Annals of Human Biology
IS - 6-8
ER -