![]() ![]() For youth, the movement captured in this behavioral definition can be categorized as either structured (i.e., repetitive, organized activity, often led by an adult and performed in physical education class) or unstructured (i.e., play, unsupervised, activity performed during recess or school breaks). This captures the volitional nature of physical activity and the various physiologic, psychosocial, and environmental factors that influence it. previously described physical activity as “Any bodily movement produced by skeletal muscles that result in caloric expenditure.” 15 This definition has been widely accepted but a more recent conception, developed through a consensus conference on physical activity research, 6,9 provides an operational definition to avoid subjectivity and facilitate assessment: "behavior that involves human movement, resulting in physiological attributes including increased energy expenditure and improved physical fitness."Ī critical element in the new definition is the labeling of physical activity as a behavior. Physical activity can be quantified and interpreted in a variety of ways. These sections provide the foundation for understanding how to assess behavior and movement and estimate energy expenditure in youth. Emphasis is then placed on the unique challenges of assessing physical activity and sedentary behavior in youth, as that population is NCCOR’s focus. The fundamental definitions and distinctions related to both physical activity and sedentary behavior are described first, followed by summaries of physical activity and sedentary behavior recommendations. ![]() This section describes concepts that are important for understanding the remaining sections of the Guide. Key Concepts for Understanding Individual Physical Activity
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