Table 3.
Behavioural effects from T1 to T2 by change/no change of school and sex
| Change of school | Change to No change of school | Female to Male | ||||||
|---|---|---|---|---|---|---|---|---|
| Dependent variable | Yes | No | Difference | 95% CI | Difference | 95% CI | ||
| Average daily (mins) MVPA (accelerometer)1 | −3 | −4 | 0.8 | −3.7, 5.3 | −1.8 | −6.5, 2.9 | ||
| Average daily (mins) light PA (accelerometer)1 | −20 | −27 | 2.1 | −8.3, 12.4 | −9.5 | −20.2, 1.1 | ||
| Average daily (mins) after school being very active (self-report) | 12 | 9 | 2.0 | −15.4, 19.4 | −15.3 | −32.3, 1.8 | ||
| Average daily (mins) weekend being very active (self-report) | −10 | 14 | −23.2 | −50.8, 4.4 | 24.3 | −2.9, 51.4 | ||
| Frequency being very active in PE class (1: No PE, to 5: Always) | 0.6 | 0.7 | 0.1 | −0.1, 0.4 | 0.0 | −0.3, 0.2 | ||
| Do most of the time at recess (1: Sit down, to 5: Run/play hard) | 1.5 | 1.0 | −1.0 | * | −1.4, −0.6 | 0.2 | −0.2, 0.6 | |
| Do most of the time at lunch (1: Sit down, to 5: Run/play hard) | 1.5 | 1.2 | −0.9 | * | −1.2, −0.5 | 0.2 | −0.2, 0.6 | |
| School encourages organised sport participation (0: Not at all, to 3: A lot) | 0.8 | 0.8 | 0.4 | * | 0.1, 0.6 | 0.3 | * | 0.0, 0.5 |
| School encourages physical activity at lunchtime (0: Not at all, to 3: A lot) | 1.0 | 0.9 | −0.1 | −0.4, 0.2 | −0.3 | * | −0.6, −0.0 | |
| Teachers as physically active role models (1: Very poor, to 5: Very good) | 0.8 | 0.8 | 0.4 | * | 0.2, 0.7 | −0.1 | −0.4, 0.1 | |
| Average daily (mins) sedentary (accelerometer)1 | 19 | 11 | 0.7 | −12.3, 13.7 | 8.8 | −4.5, 22.1 | ||
| Average daily (mins) weekday leisure screen time (self-report) | 32 | −9 | 41.9 | * | 9.3, 74.4 | 24.8 | −7.5, 57.1 | |
| Average daily (mins) weekend leisure screen time (self-report) | 33 | −13 | 45.9 | * | 3.5, 88.3 | 48.5 | * | 6.8, 90.2 |
| Average daily (mins) weekday homework screen time (self-report) | 26 | 23 | 3.5 | −14.0, 21.0 | 0.3 | −16.9, 17.5 | ||
| Average daily (mins) weekend homework screen time (self-report) | 14 | 9 | 4.7 | −7.7, 17.2 | −3.1 | −15.4, 9.2 | ||
| IRR | 95% CI | IRR | 95% CI | |||||
| Walk to/from school (0–10 times/week) | 0.1 | 0.0 | 1.1 | 0.9, 1.2 | 1.2 | 1.0, 1.4 | ||
| Cycle/scoot to/from school (0–10 times/week) | −0.7 | −0.7 | 0.5 | * | 0.4, 0.8 | 0.6 | * | 0.4, 0.9 |
| OR | 95% CI | OR | 95% CI | |||||
| Usually watch TV/videos | 0.3 | 0.3 | 2.3 | 0.9, 5.9 | 1.0 | 0.4, 2.5 | ||
| Usually play non-active computer games | 0.4 | 0.3 | 1.2 | 0.7, 2.1 | 0.5 | * | 0.3, 0.9 | |
| Usually use computer for leisure | 0.5 | 0.5 | 1.6 | 0.8, 2.8 | 1.2 | 0.6, 2.2 | ||
| Usually use computer for homework | 0.7 | 0.6 | 0.9 | 0.4, 1.9 | 0.6 | 0.3, 1.4 | ||
95% CI: 95% confidence interval; IRR: incidence rate ratio; MV: moderate to vigorous; OR: odds ratio; PA: physical activity; PE: physical education.
1. Adjusted for accelerometer wear time.
*p test value statistically significant at the P < 0.05 level.