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首页> 外文期刊>Preventive Medicine: An International Journal Devoted to Practice and Theory >Associations between demographic characteristics and physical activity practices in Nevada schools
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Associations between demographic characteristics and physical activity practices in Nevada schools

机译：内华达学校人口特征与体育活动实践的协会

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摘要

Schools are important settings for not only providing and promoting children's physical activity (PA) but also for reducing PA disparities. We investigated associations between school-level demographic characteristics (racial/ethnic and socioeconomic composition, urban-rural status, and student-to-teacher ratio) and 16 PA- promoting practices in 347 Nevada public elementary, middle, and high schools in 2014. We found that low- cost and easy-to-implement practices are most prevalent. There is relative demographic equity in ten of 16 PA practices and significant differences in six PA practices in Nevada schools. Schools with comparatively larger percentages of Black students are the most disadvantaged, as they have the fewest PA-supportive practices in place. Higher percent black was associated with lower odds of providing classroom activity breaks (AOR=0.632, 95% CI =0.453-0.881) and bike racks (AOR=0.60, 95% CI=0.362-0.996), greater odds of withholding recess/PE for disciplinary reasons (AOR =1.377, 95% CI = 1.006-1.885), and lower odds of having recess supervisors who are trained to promote PA (AOR=0.583, 95% CI= 0.374-0.909). Schools with greater percentages of Hispanic students have lower odds of providing before- school PA programs (AOR=0.867, 95% CI=0.761-0.987), whereas schools with greater percentages of low- SES students have greater odds of providing after- school PA programs (AOR=1.135, 95% CI=1.016-1.268). Higher student-to-teacher ratio was also associated with greater odds of providing after-school PA programs (AOR=1.135, 95% CI=1.016-1.268). Urban-rural status was unrelated to all PA practices. (C) 2016 Elsevier Inc. All rights reserved.
机译：学校是重要的环境，不仅为提供和促进儿童的身体活动（PA），还可以减少PA差异。我们调查了学校级别人口特征（种族/民族和社会经济组成，城乡地位和学生与教师比率）和2014年347个内华达州公共小学，中学和高中的培训实践。我们发现低成本和易于实施的实践最普遍。 16个PA实践中的十分之一的六个实践中有相对的人口股权，在内华达州学校的六种PA实践差异。比较更大百分比的黑人学生是最不利地位的学校，因为它们拥有最少的PA-Supportive实践。黑色百分比与提供课堂活动断裂的几率较低（AOR = 0.632,95％CI = 0.453-0.881）和自行车架（AOR = 0.60,95％CI = 0.362-0.996），预备休息/ PE的几率更大出于纪律的原因（AOR = 1.377,95％CI = 1.006-1.885），并且患有训练促进PA的休息监管者的可能性较低（AOR = 0.583,95％CI = 0.374-0.909）。具有更高百分比的西班牙裔学生的学校提供​​了校长培训前计划的几率（AOR = 0.867,95％CI = 0.761-0.987），而具有较高百分比的低层学生的学校有更大的途径提供学校的宾夕法尼亚州程序（AOR = 1.135,95％CI = 1.016-1.268）。高等教育比例也与提供课后PA程序的巨大几率有关（AOR = 1.135,95％CI = 1.016-1.268）。城乡地位与所有PA惯例无关。 （c）2016年Elsevier Inc.保留所有权利。

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