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Table 3 Transport-related (in) activity patterns in Primary and Secondary School

From: Investigating longitudinal context-specific physical activity patterns in transition from primary to secondary school using accelerometers, GPS, and GIS

  

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

  1. 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