Walkable new urban LEED_Neighborhood-Development (LEED-ND) community design and children's physical activity: selection, environmental, or catalyst effects?

Table 3 Main effects for MVPA minutes by Community and Gender: Analysis of covariance results and means (s.e.) adjusted for covariates

	Walkable	Mixed	Less walkable	F	partial η²	Boys	Girls	F	partial η²
Out of school
1/2 hr. before school	6.93^b	6.72^a	5.07	3.76*	0.041	7.01	5.47	4.90**	0.027
	(0.86)	(0.46)	(0.44)			(0.44)	(0.54)
1/2 hr. after school	9.13^a	10.38^a	6.35	21.07**	0.196	8.83	8.42	0.39	0.002
	(0.81)	(0.44)	(0.43)			(0.42)	(0.51)
After school	45.31	44.13	46.03	0.13	0.002	51.64	37.68	14.61**	0.077
	(4.82)	(2.63)	(2.49)			(2.48)	(3.04)
Weekend	31.72	25.83	29.66	0.89	0.013	34.33	23.82	8.12**	0.055
	(4.53)	(2.70)	(2.29)			(2.38)	(2.85)
In school
Lunch	14.06	13.76	14.32	0.20	0.002	16.98	11.11	37.74**	0.178
	(1.17)	(0.64)	(0.61)			(0.61)	(0.74)
Other	32.26	32.72	33.35	0.07	0.001	35.98	29.57	7.73**	0.042
	(2.84)	(1.55)	(1.47)			(1.46)	(1.79)

Note. Data collected in Utah, 2007. For main effects of community or gender, * p < .05; ** p < .01
Partial η² = partial eta squared
^a Cell is significantly (p < .05) different from less walkable.
^b Cell is marginally (p < .10) different from less walkable.

ISSN: 1479-5868