Skip to main content
SpringerLink
Log in

Rethinking physical activity for children: implications for the working poor

  • Commentary/Position Paper
  • Published:
Translational Behavioral Medicine

Abstract

Beauchamp, Rhodes, and Nigg propose a tripartite framework necessary for increasing physical activity among elementary-aged children. This framework includes legislation to increase time spent in physical activity during the school day, an extension of the school day for physical activity, and supervision of this time by trained teachers. If implemented, this framework could significantly increase the amount of time elementary-aged children spend in physical activity. Extending the school day also has the potential to alleviate child care anxiety in low-resource households as well as have farther-reaching family and societal impacts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  1. Beauchamp, M. R., Rhodes, R. E., & Nigg, C. R. (2016). Physical activity for children in elementary schools: time for a rethink? Translational Behavioral Medicine Transl Behav Med, 3, 7–13.

    Google Scholar 

  2. U.S. Department of Health and Human Services. Centers for Disease Control and Prevention. State indicator report on physical activity. Available at http://www.cdc.gov/physicalactivity/downloads/PA_State_Indicator_Report_2010.pdf. Accessibility verified October 31, 2016.

  3. U.S. Department of Health and Human Services. Office of Disease Prevention and Health Promotion. Healthy People 2020. Available at http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=5. Accessibility verified October 31, 2016.

  4. Public Health Agency of Canada. Curbing childhood obesity: a federal, provincial and territorial framework for action to promote healthy weights. Available at http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/framework-cadre/index-eng.php. Accessibility verified October 31, 2016.

  5. Delva, J., O'Malley, P. M., & Johnston, L. D. (2006). Racial/ethnic and socioeconomic status differences in overweight and health-related behaviors among American students: national trends 1986–2003. J of Adolesc Health, 39, 536–545.

    Article  Google Scholar 

  6. Tandon, P. S., Zhou, C., Sallis, J. F., Cain, K. L., Frank, L. D., & Saelens, B. E. (2012). Home environment relationships with children’s physical activity, sedentary time, and screen time by socioeconomic status. Intl J Behav Nutr Phys Act, 9, 1–9.

    Article  Google Scholar 

  7. Bauman, A. E., Reis, R. S., Sallis, J. F., Wells, J. C., Loos, R. J., & Martin, B. W. (2012). Correlates of physical activity: why are some people physically active and others not? Lancet, 380, 258–271.

    Article  PubMed  Google Scholar 

  8. Earle A, Joshi P, Geronimo K, Acevado-Garcia, D. Monthly Labor Review’s job characteristics among working parents: differences by race, ethnicity, and nativity. Available at http://www.bls.gov/opub/mlr/2014/article/job-characteristics-among-working-parents.htm. Accessibility verified October 31, 2016.

  9. U.S. Department of Labor. Working poor reaches 10.5 million in 2013. Available at http://www.bls.gov/opub/ted/2015/working-poor-over-10-million-in-2013.htm. Accessibility verified October 31, 2016.

  10. Babey, S. H., Wu, S., & Cohen, D. (2015). School-based program options to promote physical activity: a response. Prev Med, 72, 133–134.

    Article  PubMed  Google Scholar 

  11. Beets, M. W., Weaver, R. G., & Moore, J. B. (2015). Understanding the real value of youth physical activity promotion. Preventative Medicine Prev Med, 72, 130–132.

    Article  PubMed  Google Scholar 

  12. Babey, S. H., Wu, S., & Cohen, D. (2014). How can schools help youth increase physical activity? An economic analysis comparing school-based programs. Prev Med, 699, S55–S60.

    Article  Google Scholar 

  13. Afterschool Alliance. America after 3pm special report: afterschool in communities of concentrated poverty. Available at http://www.afterschoolalliance.org/AA3PM/Concentrated_Poverty.pdf. Accessibility verified October 31, 2016.

  14. Laughlin L. Who’s minding the kids? Child care arrangements: spring 2011. Available at https://www.census.gov/prod/2013pubs/p70-135.pdf. Accessibility verified October 31, 2016.

  15. Kremer KP, Maynard BR, Polanin JR, Vaughn MG, Sarteschi C, M. Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: a systematic review and meta-analysis. J Youth Adolesc 2015; 44: 616–636.

  16. Beets, M. W., Huberty, J., Beighle, A., et al. (2012). Impact of policy environment characteristics on physical activity and sedentary behaviors of children attending afterschool programs. Health Educ Behav, 40, 296–304.

    Article  PubMed  Google Scholar 

  17. Beets, M. W., Weaver, G., Turner-McGrievy, G., et al. (2015). Making policy practice in afterschool programs: a randomized controlled trial on physical activity changes. Prev Med, 48, 694–706.

    Article  Google Scholar 

  18. Harmon, B. E., Smith, N., Pirkey, P., Beets, M. W., & Blake, C. E. (2015). The impact of culinary skills training on the dietary attitudes and behaviors of children and parents. Am J Health Educ, 46, 283–292.

    Article  Google Scholar 

  19. Afterschool Alliance. MetLife Foundation afterschool alert issue brief no 37. http://www.afterschoolalliance.org/issue_briefs/RecruitmentandRetention%20Brief%2037%20FINAL.pdf. Accessibility verified October 31, 2016.

  20. Office of Juvenile Justice and Delinquency Prevention. Statistical briefing book: offending by juveniles. Available at https://www.ojjdp.gov/ojstatbb/offenders/qa03301.asp?qaDate=2010. Accessibility verified October 31, 2016.

Download references

Author information

Authors and Affiliations

  1. School of Public Health, University of Memphis, 200 Robison Hall, Memphis, TN, 38138, USA

    Brook E. Harmon PhD, RD, FAND

Authors
  1. Brook E. Harmon PhD, RD, FAND
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brook E. Harmon PhD, RD, FAND.

Ethics declarations

Disclosures

Study findings have not been previously published nor have they been simultaneously submitted elsewhere.

None of the data presented has previously been reported.

This article does not include primary data; however, the journal can review any necessary files used in this article.

Funding

No funding to report

Conflict of interest

I have published and worked with Dr. Claudio R. Nigg, third author on the primary article.

Additional information

Implications

Policy: Policymakers who want to truly shift population health forward must make the healthy choice the easy choice, and adopting the initiatives in this tripartite framework would be a positive step in that direction.

Research: Research suggests each piece of the framework could increase time spent in physical activity, and future studies should examine whether the initiatives also work synergistically to increase physical activity among elementary-aged children.

Practice: Adding an extra hour to the school day could provide family and societal benefits that extend beyond the health benefits of increased physical activity among elementary-aged children.

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Harmon, B.E. Rethinking physical activity for children: implications for the working poor. Behav. Med. Pract. Policy Res. 7, 69–71 (2017). https://doi.org/10.1007/s13142-017-0467-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13142-017-0467-3

Keywords

Search

Navigation