Table 3.
Adjusted associations between PA opportunities and Mile Time and BMI z-score.
| Mile Time (mins) Beta [95% CI] | BMI z-score Beta [95% CI] | |||
|---|---|---|---|---|
| Simple model | Model w/ contextual factors |
Simple model | Model w/ contextual factors |
|
| School-related PA (% reporting Yes) | ||||
| Active transport to school | −2.4 [−5.7, 0.9]* | −2.0 [−4.2, 0.2]* | 0.7 [0.3, 1.1]* | 0.4 [0.0, 0.8]* |
| Active transport from school | −1.4 [−3.9, 1.2] | −0.8 [−2.6, 0.9] | 0.5 [0.2, 0.8] | 0.3 [0.1, 0.6] |
| Full-year PE Participation | −1.0 [−3.0, 1.0]* | −0.5 [−2.5, 1.6]* | 0.2 [−0.3, 0.7] | 0.2 [−0.2, 0.6] |
| Like PE | −3.4 [−7.6, 0.9]* | −2.7 [−5.0, −0.3]* | 0.4 [−0.2, 1.0] | 0.3 [−0.2, 0.8] |
| ≥ 20 mins of PA in PE | 0.4 [−2.9, 3.7] | −0.6 [−3.0, 1.7] | −0.3 [−0.8, 0.1]* | −0.3 [−0.7, 0.2] |
| Access (% reporting Always or Often) | ||||
| Outdoor facilities available | 0.8 [−1.7, 3.3] | −1.1 [−3.1, 1.0] | 0.3 [−0.3, 0.9] | 0.3 [−0.0, 0.7] |
| Indoor facilities available | 2.8 [0.4, 5.3] | 0.1 [−2.0, 2.2]* | 0.5 [0.0, 0.9] | 0.2 [−0.1, 0.5] |
| Facilities students like available | 0.7 [−2.1, 3.4] | −0.6 [−2.7, 1.6] | −0.0 [−0.7, 0.7] | 0.2 [−0.2, 0.5] |
| Use of facilities (days/wk) | ||||
| Outdoor facilities | −0.1 [−0.6, 0.5] | −0.2 [−0.7, 0.3] | −0.0 [−0.2, 0.1] | 0.0 [−0.1, 0.1] |
| Indoor facilities | −0.2 [−0.9, 0.6] | −0.2 [−0.8, 0.3] | 0.0 [−0.1, 0.2] | 0.0 [−0.1, 0.2] |
| Bike or jog path | −0.8 [−1.4, −0.2]* | −0.5 [−1.2, 0.3]* | −0.0 [−0.2, 0.2] | 0.1 [−0.1, 0.2] |
| Streets or yards for PA | 0.2 [−0.3, 0.8] | 0.1 [−0.2, 0.4] | 0.0 [−0.2, 0.2] | 0.1 [−0.1, 0.2] |
| PA classes outside of school | 0.1 [−0.6, 0.7] | −0.2 [−0.7, 0.4] | 0.1 [−0.1, 0.2] | 0.1 [−0.0, 0.2] |
| Sports team participation | 0.0 [−0.6, 0.7] | 0.3 [−0.8, 0.2] | 0.1 [−0.1, 0.3] | 0.1 [0.0, 0.3] |
| PA on school grounds not during | −0.3 [−0.7, 0.1]* | −0.5 [−1.0, −0.1]* | −0.1 [−0.2, 0.1] | −0.0 [−0.1, 0.1] |
All models include grade, sex, and a grade*sex interaction term, take clustering by school into account, and are frequency weighted by Fitnessgram counts in each group.
Contextual models also adjust for proportion of students eligible for free or reduced-price lunch and urbanization level.
Negative betas imply that higher survey scores (or Yes answers) were associated with a faster mile time (better fitness) or lower BMI z-score (better weight status).
*
Interaction by grade suggested (p<0.20).