Table 3.
Transport-related (in) activity patterns in Primary and Secondary School
| Active transport | Passive transport | ||||
|---|---|---|---|---|---|
| Primary school | Secondary School | Primary school | Secondary School | ||
|
Before School Time (daily mean minutes; SD) |
n days with valid wear time | 403 | 410 | 403 | 410 |
| wear time in transport; mean minutes | 3.8 (3.8) | 11.5 (8.5) | 0.9 (3.6) | 0.8 (3.0) | |
| LPA; mean minutes and percentage from transport-related PA |
2.8 (3.3); 73.7% |
8.9 (7.6); 77.4% |
0.4 (1.4); 44.4% |
0.3 (1.4); 37.5% |
|
| MVPA; mean minutes and percentage from transport-related PA |
0.7 (1.5); 18.4% |
0.7 (2.2); 6.1% c |
a | a | |
|
During School Time (daily mean minutes; SD) |
n days with valid wear time | 427 | 367 | a | a |
| wear time in transport; mean minutes | 8.0 (11.4) | 7.2 (11.8) | a | a | |
| LPA; mean minutes and percentage from transport-related PA |
4.5 (6.7); 56.3% |
5.2 (8.6); 72.2% |
a | a | |
| MVPA; mean minutes and percentage from transport-related PA |
1.7 (3.4); 21.3% |
1.1 (4.6); 15.3% |
a | a | |
|
After School Time (daily mean minutes; SD) |
n days with valid wear time | 542 | 515 | 542 | 515 |
| wear time in transport; mean minutes | 21.1 (19.8) | 20.8 (21.8) | 10.9 (19.6) | 7.9 (19.5) | |
| LPA; mean minutes and percentage from transport-related PA |
13.4 (13.5); 63.5% |
14.3 (14.4); 68.8% c |
4.7 (8.9); 43.1% |
3.0 (6.8); 38.0% c |
|
| MVPA; mean minutes and percentage from transport-related PA |
5.1 (8.3); 24.2% |
4.4 (11.9); 21.2% b |
a | a | |
|
Weekend days (daily mean minutes; SD) |
n days with valid wear time | 89 | 129 | 89 | 129 |
| wear time in transport; mean minutes | 35.1 (34.9) | 18.7 (21.8) | 36.1 (47.1) | 35.8 (49.8) | |
| LPA; mean minutes and percentage from transport-related PA |
19.4 (26.1); 55.3% |
10.1 (13.3); 54.0% |
14.2 (19.3); 39.3% |
12.2 (16.4); 34.1% |
|
| MVPA; mean minutes and percentage from transport-related PA |
11.2 (16.0); 32.1% |
7.6 (13.6); 40.6% |
a | a | |
a: insufficient variation to calculate daily mean minutes. Gender differences were analyzed using multi-level linear mixed models adjusted for gender, age, number of days with valid PA measurement, and clustering of days within children and children within schools. b: significantly higher for boys compared to girls. c: significantly higher for girls compared to boys