Associations between home environment and after-school physical activity and sedentary time among 6th grade children

Erica Y. Lau, Daheia J. Barr-Anderson, Marsha Dowda, Melinda Forthofer, Ruth P. Saunders, Russell R. Pate

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 6th-grade children (Mage = 11.49 ± 0.5 years). Children's after-school total physical activity, moderate-to-vigorous physical activity, and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children's after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school total physical activity and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school total physical activity and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys' after-school physical activity and sedentary time, whereas the home social environment was associated with girls' after-school physical activity and sedentary time.

Original languageEnglish (US)
Pages (from-to)226-233
Number of pages8
JournalPediatric exercise science
Volume27
Issue number2
DOIs
StatePublished - May 1 2015

Keywords

  • Activity-related parenting
  • Availability of physical activity resources
  • Parental support

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