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Saskatchewan Population Health and Evaluation Research Unit Smart Cities, Healthy Kids smartcitieshealthykids.com Facebook.com/smartcitieshealthykids Twitter.com/SCHKsaskatoon
Note: Please interpret some results with caution. If students from your school did not participate in
accelerometry data collection, your school will not be represented in the accelerometry data section. However, our sample size is large enough that reported trends are generally representative of Saskatoon. Accelerometry data analysis is on-going and we will share the forthcoming results from this portion of the study with participants as they become available. Smart Cities, Healthy Kids is pleased to provide this results profile for your school. Sharing information with the community is made possible through the funding and support of the following organizations :
University of Saskatchewan University of Regina City of Saskatoon Saskatchewan Population Health and Evaluation Research Unit KidSKAN (www.kidskan.ca) Saskatoon Health Region Canadian Institutes of Health Research Heart and Stroke Foundation of Canada Health Research Foundation
The principal investigator for this project is Nazeem Muhajarine, PhD. For more information regarding this profile, the research project associated with it, or a complete list of contributing researchers, visit
smartcitieshealthykids.com
or contact: Tracy Ridalls Research Manager, Smart Cities, Healthy Kids Saskatchewan Population Health and Evaluation Research Unit (306) 966-2237 tracy.ridalls@usask.ca
REPORT HIGHLIGHTS
The goal of the Smart Cities, Healthy Kids study is to understand how urban planning and design can be used to encourage children to be more physically active, thus slowing the rise in childhood obesity. Videos introducing this study and our sister study on the Food Environment in Saskatoon can be found on YouTube by searching Smart Cities, Healthy Kids. This report is the second in a series reporting to schools on study results to date. The first report covered our finding from the Smart Cities, Healthy Kids questionnaire that we administered with 1,610 children in the spring of 2010; this report was sent to schools in June 2011 and can also be found on our website, www.smartcitieshealthykids.com This report covers our findings from the Modifiable Activity Questionnaire for Adolescents (MAQ-A), administered to 1,610 grades 5-8 students in spring 2010, and a sub-group of 465 children who wore accelerometers for at least 10 hours a day for four days, including a weekend day, over a one week period. Children reported on the MAQ-A that they got more than twice the amount of physical activity from free play than from registered activities. Children also reported that more of their moderate to high intensity physical activity came from free play than from registered activities. Boys got more high intensity physical activity than girls, regardless of whether they were engaged in free play or registered activities. Children in the lowest income neighbourhoods in Saskatoon also reported the lowest intensity of physical activity. In the lowest income neighbourhoods, 24% of children reported low physical activity, compared to 14% in the middle income neighbourhoods, and 9% in the highest income neighbourhoods. In the lowest income neighbourhoods, 32% of children reported high intensity physical activity, compared to 40% in the middle income neighbourhoods, and 50% in highest income ones. The accelerometer data showed that 69% of boys and 57% of girls get 60 minutes of moderate to vigorous physical activity on 3-5 days of the week or more. It also showed children were much more active on weekdays than on weekends. Overall, boys had 77 minutes of moderate to vigorous activity on weekdays, and 48 minutes on weekends; girls had 67 minutes on weekdays, which dropped to 43 minutes on weekends. Sundays had the lowest levels of moderate to vigorous activity, while mid to late week (Wednesday, Thursday and Friday) appeared to have the highest levels. Our research corroborates what other researchers have found: that the promotion of moderate to vigorous physical activity on weekends may hold the greatest promise for increasing childrens overall total moderate to vigorous physical activity levels.
TABLE OF CONTENTS
Smart Cities, Healthy Kids: The Project Understanding the Issue: Childhood Obesity Methodology: What and How Participants in the Study Gender Distribution Grade Distribution Age Distribution Home Neighbourhoods MAQ-A Questionnaire Registered vs. Free Play Intensity and Age Intensity and Gender The Neighbourhood Accelerometry Weekdays and Weekends Meeting the Guidelines The Food Environment: Our Sister Study References Appendix 1 3 4 6 6 6 6 7 8 8 9 10 11 12 12 13 14 16 18
Research Question 1: How have the specific planning strategies that the City of Saskatoon has used in its neighbourhoods contributed to the active living potential of these neighbourhoods?
During the summers of 2009 and 2010, we assessed all 60 of Saskatoons residential neighbourhoods using two research surveys: the Neighbourhood Active Living Potential (NALP) and Irvine-Minnesota Inventory (IMI). NALP is a 22-item survey that examines the activity friendliness, safety, density of destinations and universal accessibility of each neighbourhood. Activity friendliness measures how suited the neighbourhood is to human-powered activities such as walking, skateboarding, cycling, and wheelchair use. Safety measures physical and social characteristics of the neighbourhood. Density of destinations measures destinations within the neighbourhood that people can travel to, such as public parks, sports and recreational centres, bus stops, local events, and shops. Universal accessibility measures how easily people of all ages, abilities and circumstances can access destinations in their neighbourhood. IMI consists of 229 neighbourhood features that fall within five domains: attractiveness; diversity of destinations; pedestrian access; safety from crime; and safety from traffic. With these two surveys in hand, observers walked through all 60 of Saskatoons residential neighbourhoods and recorded what they encountered. Each neighbourhoods active living potential was then assessed based on the results. Reports summarizing the results for each neighbourhood in Saskatoon can be found at
The park should have more street lights to make it less scary
smartcitieshealthykids.com.
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Quick Fact:
Food insecurity during the preschool years has been found to increase the likelihood of obesity later in childhood2
We recruited 1,610 children to complete two detailed physical activity questionnaires. The Smart Cities, Healthy Kids questionnaire was used to determine demographic information and self-perceptions related to physical activity. The Modifiable Activity Questionnaire for Adolescents (MAQ-A) was used to gather data on the registered and unregistered physical activities in which the children participate. A sub-group of 465 children was also recruited to wear accelerometers for a week. Accelerometers are small, waist-mounted instruments that measure physical activity directly. This report includes physical activity information from the Smart Cities, Healthy Kids questionnaires.
Research Question 3: What do children and their parents think about the influence their neighbourhood has on childrens activity levels?
Quick Fact:
Along with physical activity, diet is the most well-studied behavioural factor influencing body weight and overweight and obesity risk2
The first two research questions examine the relationship between systematically measured aspects of neighbourhoods and childrens physical activity. Question three recognizes the importance of how children and their parents feel about their neighbourhoods. To find out, we conducted in-depth interviews with 24 families whose children had participated in earlier parts of the study. Each child was lent a digital camera with which to take photographs of places and things that they felt helped them to be active or, on the other hand, prevented them from being active. We discussed these photos in interviews with the children, and have included the photographs in presentations of the research findings. We also conducted indepth interviews with each parent about their perceptions of their neighbourhood environments.
A second Smart Cities, Healthy Kids research project is currently being conducted that focuses on the impact of the food environment on childhood obesity. Data collection in the schools will commence in March of 2012. For more information please refer to page 14 of this report.
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Type 2 diabetes Hypertension Sleep apnea Impaired balance Orthopedic problems Glucose intolerance and insulin resistance
Negative body image Depression Negative stereotyping Teasing and bullying Social marginalization Low self-esteem
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Quick Fact:
Research has suggested that indirect (MAQ-A questionnaire) and direct (accelerometry) measures may produce differing estimates of physical activity in children and youth2
I think its good to be physically active but its hard for people who are poor or for people who have no equipment
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Quick Fact:
Accelerometers measure movement in all direction providing data on trends in lifestyle choices7
Quick Fact:
Sedentary behaviours include screen time (watching TV or using the computer), reading, sitting during transit and sedentary hobbies2
SED = sedentary, no change in breathing Light = slight increase from normal breathing MVPA = moderate to vigorous physical activity
Age Distribution
The graph below shows the age distribution of all participants in the study. Overall the number of participants in our study decreases with age. Studies show that physical activity habits form early on and can last a lifetime.8 It is therefore important to encourage physical activity during early childhood years.
Grade Distribution
The graph below shows the grade distribution of all participants. It indicates that as the grade increased the number of participants in our study decreased. Remember to keep in mind that within a single grade, more than one age group may be present.
Gender Distribution
The graph below shows the gender distribution of all participants in the study. More girls than boys participated in our study. National studies indicate that more boys than girls tend to participate in school sports.8 Also, girls tend to be more influenced by peer participation than boys.9
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These results are similar to other research findings.11 Children, in particular, benefit from opportunities for unstructured, self-directed play that may assist in their physical, motor, creative and social development, and sense of independence.12 According to Health Canada, it is desirable for children to get half of their recommended daily physical activity from unstructured free play.13 Studies have reported that being involved in organized sports during childhood is positively related to frequency of leisure-time physical activity in early adulthood.14 Additionally it has been shown that youth involved in after school activity programs were more physically active than those who were not. 15 Although organized sports are beneficial both physically and socially, participation does not ensure that youth meet the daily physical activity recommendations on practice days. 16 This is because much of the practice time may be spent waiting for instructions or turns. According to an American study, 23% to 60% of school childrens daily moderate to high physical activity is obtained through youth sports, with the remainder coming from physical education, free play and activity during recess.16
School gym classes really need to be improved. They are kind of a free for all. Plus we need better equipment and programs. It should be more intense
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Understanding Intensity14
Low Intensity = will cause a slight change in breathing from normal e.g. Walking the dog Moderate Intensity = will cause children to sweat a little and breathe harder e.g. Bike riding and playground activities High Intensity = will cause children to sweat and be out of breath e.g. Running and swimming
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A 2010 study, showed that boys had similar physical activity levels for both organized and free play activities; however, girls tended to be more active in free play activities than in organized activities. 21 The graph below shows the results from our study indicating that both boys and girls tended to accumulate greater amounts of high physical activity during free play activities than during registered activities. Overall, boys got more high intensity physical activity than girls regardless of whether they were engaged in free play or registered activities.
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The graph below indicates that children in lower income neighbourhoods had lower levels of physical activity than those in higher income neighbourhoods. In an eight-year Canadian study, a link was identified between neighbourhood disadvantage and increased rates of obesity among children. 10,23 Furthermore, children in lower income families have less access to after-school programming and as a result are less able to participate in organized sport and physical activities after school.8
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Dont force us into desks all day Designate some time everyday to physical activity
The graph below shows the average amount of time (in minutes and hours) that children spent in sedentary, light, or moderate to vigorous physical activity each day of the week. During weekend days children accumulated less time in MVPA than during the weekdays, with Sundays having the lowest total number of accumulated minutes at every activity level including sedentary. Mid to late week (Wednesday, Thursday and Friday) appears to be the days with the most time in MVPA.
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Question 1a: What is the geographical distribution of food stores and fast food restaurants in Saskatoon, and how is this distribution related to neighbourhood demographic and socioeconomic profiles?
During the first four months of the study (September-December 2010), Geographic Information Systems (GIS) tools were used to create maps of fast food restaurants, grocery, convenience, specialty, and all other food stores in all Saskatoon neighbourhoods. Public Health Services (Saskatoon Health Region) has already begun mapping the location of food stores in Saskatoon. Parts of the city where food access is limited have been identified and can be related back to demographic and socio-economic profiles. The map below represents a sample of the maps created through GIS and illustrates the walking distance to large and small supermarkets and convenience stores. It also shows that in some areas of Saskatoon it would not be possible to walk to a supermarket.
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Question 2: What is the relationship between the quality of the food environment available, as measured by (NEMS-S) and (NEMS-R), in Saskatoon neighbourhoods, and the dietary intake and body weights of children aged 10-13 years living in those neighbourhoods?
We will recruit approximately 100 children from each of the 20 neighbourhoods that show the most and the least positive food environment characteristics based on the previous study data collection (GIS and NEMS). Children will participate in a food frequency questionnaire (FFQ) for dietary assessment that will be self-administered in class. A research assistant will also measure heights and weights in order to calculate body mass index (BMI) and determine body weight status. The questionnaire includes questions on socio-demographic characteristics, and our analysis will account for things like parental educational level, parental income, proportion of families with no vehicles, and proportion of lone parent families.
Question 3: How should the information collected in this study be shared in order to facilitate change that will improve food environments for Saskatoon, and then in other cities in other regions of the country?
We will conduct interviews with various governmental, health region, and community-based officials to share preliminary results, ask for feedback, and discuss policy change options to improve the food environment in Saskatoon. We will compile the results into a document that will be disseminated widely.
Quick Fact:
Children who eat fruit and veggies at least 5 times per day are substantially less likely to be overweight.1 PHYSICAL ACTIVITY PROFILE
For further information regarding either of our Smart Cities, Healthy Kids projects please visit our website smartcitieshealthykids.com.
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REFERENCES
1. The Canadian Society for Exercise Physiology. Canadian Physical Activity Guidelines. 2011 Available online: www.csep.ca/guidelines. 2. Obesity in Canada: A joint report from the Public Health Agency of Canada and the Canadian Institute for health Information. 2011. Available online: https://secure.cihi.ca/estore/productFamily.htm?locale=en&pf=PFC1636. 3. Shields, M. Measured Obesity: Overweight Canadian Children and Adolescents. Nutrition: Findings from the Canadian Community Health Survey: Issue no. 1. Statistics Canada, 2005. 4. Tremblay MS, Warburton DER, Janssen I, Paterson DH, Latimer AE, Rhodes RE, et al. New Canadian physical activity guidelines. Appl Physiol Nutrition Metab. 2011; 36:36-46. 5. Sallis, JF, Stirkmiller PK, Harsha DW, Feldman HA, Ehlinger S, Stone EJ, Williston J, Woods S. Validation of interviewer and selfadministered physical activity checklists for fifth grade students. Med & Sc in Sport & Exercise. 1996; 28(7):840-851. 6. Colley R, Gorber SC, Tremblay MS. Quality control and data reduction procedures for accelerometry-derived measures of physical activity. Health Reports. 2010; 21(1). 7. Colley RC, Garriguet D, Janssen I, Craig CL, Clarke J, Tremblay MS. Physical activity of Canadian children and youth: Accelerometer results from the 2007 to 2009 Canadian Health Measures Survey. Health Reports. 2011;22(1). 8. Active Healthy Kids Canada. Dont Let This Be The Most Physical Activity Our Kids Get After School. The Active Healthy Kids Canada 2011 Report Card on Physical Activity for Children and Youth. 2011. Available online: www.activehealthykids.ca. 9. Pfaeffli L. In Her Voice: An exploration of young womens sport and physical activity experiences. Focus group report and recommendations. Ottawa, ON: Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS); 2009. 10. Oliver LN, Hayes MV. Effects of Neighbourhood Income on Reported Body Mass-Index: An eight-year longitudinal study of Canadian children. BMC Public Health. 2008;8:16. 11. Trost S.G., Rosenkrantz R.R., Dzewaltowski D. Physical Activity Levels among Children Attending After School Programs. Med Sci Sports & Exerc. 2008;40(4):622-629. 12. Hewes J. Let the children play: Natures answer to early learning. Canadian Council on Learnings Early Childhood Learning Knowledge Centre. 2008. 13. Pate R, Pfeiffer K, Trost S, Ziegler P, Dowda M. Physical activity among children attending preschools. Pediatrics. 2004;114:1258-1263. 14. The Canadian Society for Exercise Physiology. Canadian Physical Activity Guidelines. 2011 Available online: www.csep/ca/guidelines. 15. Flohr JA, Todd MK. Pedometer counts among young adolescents: A comparison between after school activity program participants and non-participants. Medicine & Science in Sport & Exercise. 2003;35(5):342. 16. Leek D, Carlson J, Cain K, Henrichon S, Rosinberg D, Patrick K, Sallis J. Physical Activity during Youth Sports Practices. Arch Pediatr Adolesc Med. 2011;165(4):294-299. 17. Belcher B, Berrigan D, Dodd K, Emken B, Chou C, Spruijt-Metz D. Physical Activity in US Youth: Effect of Race/Ethnicity. Age, Gender and Weight Status. Med Sci Sports & Exerc. 2010. 18. Physical Activity Guidelines for Americans. 2008. Available online: www.hhs.gov. 19. Active Healthy Kids Canada. The Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth Saskatchewan Supplement. 2009. Available online: www.activehealthykids.ca. 20. Tremblay MS, and JD Willms. Is the Canadian Childhood Obesity Epidemic Related to Physical Inactivity? International Journal of Obesity 2003 27: 1100-1105. 21. McKenzie T, Crespo N, Banquero B, Elder J. Leisure Time Physical Activity in Elementary Schools: Analysis of Contextual Conditions. J of School Health 2010;80(10):470-477. 22. Spence J.C., Blanchard C.M., Clarke M, Plotnikoff R.C., Storey K.E., McCargar L. The role in self-efficacy in explaining gender differences in physical activity among adolescents: A multilevel analysis. Journal of PA & Health. 2010;7:176-183. 23. McDonald NC, Deakin E, Aalborg AE. Influences of the Social Environment on Childrens School Travel. Preventative Medicine. 2010;50 (1):565-568. 24. Soric M, Misigoj-Durakovic M. Acta. Physical activity levels and estimated energy expenditure in overweight and normal-weight 11year-old children, Paediatric. 2010;99:244-250.
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REFERENCES
25. Steele RM, Slujis E, Sharp S, Landsbaugh J, Ekelund U, Griffin S. An investigation of patterns of childrens sedentary and vigorous physical activty throughout the week. Int. Journal Beh.Nutr. And PA. 2010;7-88. 26. Trost S, Sallis J, Pate R, Freedson P, Taylor W, Dowda M. Evaluating a model of parental influence on youth physical activity. Am. Journal of Prev. Med. 2003;25(4):277-282. 27. Beets M, Vogel R, Chapman S, Pitetti K, Cardinal B. Parents Social Support for Childrens Outdoor Physical Activity: Do Weekdays and Weekends Matter? Sex Roles 2007; 56:125-131.
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Core: Caswell Hill Central Business District City Park King George Nutana Pleasant Hill Varsity View Riversdale Westmount
Lakewood SDA: Briarwood College Park College Park East Lakeridge Lakeview Lakewood Suburban Centre Rosewood Wildwood
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