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PHYSICAL ACTIVITY PROFILE FOR
Howard Coad School
Saskatchewan Population Health and Evaluation Research Unit
Smart Cities, Healthy Kids
smartcitieshealthykids.com
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YOUR SCHOOLS PROFILEThank you, Howard Coad School, for participating in the Smart Cities, Healthy Kidsproject.
Smart Cities, Healthy Kidsis a three-year project sponsored by the Canadian Institutes of Health Research,
the Heart and Stroke Foundation of Canada, and the Health Research Foundation. We are centred in the
Saskatchewan Population Health and Evaluation Research Unit (SPHERU) at the University of Saskatchewan.
Our goal is to conduct research that will be of direct benefit to our research participants, partners, andcommunities in general. We aim to provide information, ideas, and assistance to those who work with
children to create innovative health intervention strategies. We are grateful for the opportunity to collect
data within the school systems and are happy to provide our results to those who have participated in this
study. This report focuses on the results from the Smart Cities, Healthy Kidsquestionnaire. We will continue
to provide updated information from subsequent research phases, as it becomes available.
Smart Cities, Healthy Kids is pleased to provide this results profile for your school. Sharing information with
the community is made possible through the funding and support of the following organizations:
University of Saskatchewan
University of Regina
City of Saskatoon
Saskatchewan Population Health and Evaluation
Research Unit
Saskatoon Health Region
Canadian Institutes of Health Research
Heart and Stroke Foundation of Canada
Health Research Foundation
Saskatchewan Health Research Foundation
The principal investigator for this project is Nazeem Muhajarine, PhD. For more information regarding this
profile, the research project associated with it, or a complete list of contributing researchers, visit
smartcitieshealthykids.com or contact:
Tracy Ridalls
Research Manager
Saskatchewan Population Health and Evaluation Research Unit
(306) 966-2237
Note: Please interpret some results with caution. The data for this profile may or may not be representativeof your school due to small sample sizes. In particular, if your school has fewer than 20 participants in this
study, your results may not be representative. However, you may still benefit from observing Saskatoon
trends, which are reported in most areas for comparison.
Throughout the report, you will find word bubbles titled In Their Own Words These quotations come
directly from comments provided by students through the Smart Cities, Healthy Kids questionnaire, and
provide unique insight into the student perspective.
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TABLE OF CONTENTS
Smart Cities, Healthy Kids: The Project 1
Understanding the Issue: Childhood Obesity 2
Participants from Your School 3
Gender Distribution 3
Grade Distribution 3
Age Distribution 3
Aboriginal Participants 3
Home Neighbourhoods 4
The Home Environment 4
Student Personal Perceptions 5
Body Weight 5
Academic Performance 5
Family and Peer Influences 6
Family Members 6
Friends and Peers 6
Reasons for Inactivity 7
Sedentary Behaviour 8
Screen Time 8
Sources of Physical Activity 9
Gym Class 9
Structured Activity 9
Unstructured Activity 9
The Neighbourhood Factor 10
Park Access 10
Neighbourhood Perceptions 10
Active Transportation 11
Food Consumption and Eating Habits 12
The Food Environment: Our Sister Study 13
References 14
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Page 1PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
SMART CITIES, HEALTHY KIDS: THE PROJECTThe goal of Smart Cities, Healthy Kidsis to understand how urban planning and design can be used to encourage
children to be more physically active, thus slowing the rise in childhood obesity. Tackling the problem of childhood
obesity requires multiple approaches. Many people, from health professionals, funders, policy makers, and
researchers, to concerned parents, have identified environmental factors that can either help or hinder children
and adults to live more active lifestyles. However, there has been little research into how aspects of the urban
built environment in which we all livesuch as buildings, roadways, sidewalks, parks, and green spaces-can
encourage children to be physically active. By learning about what is and isnt working in our current
neighbourhoods in Saskatoon, this study will help shape the design of future neighbourhoods, here and elsewhere
in Canada.
Research Question 1: How have the specific planning strategies that the City of Saskatoon has
used in its neighbourhoods contributed to the active living potential of these neighbourhoods?
During the summers of 2009 and 2010, we assessed all 60 of Saskatoons residential neighbourhoods using two
research surveys: Neighbourhood Active Living Potential (NALP) and Irvine-Minnesota Inventory (IMI). NALP is a 22-
item survey that examines the activity friendliness, safety, density of destinations and universal accessibility of each
neighbourhood. Activity friendliness measures how suited the neighbourhood is to human -powered activities
such as walking, skateboarding, cycling, and wheelchair use. Safety measures physical and social characteristics
of the neighbourhood. Density of destinations measures destinations within the neighbourhood that people can
travel to, such as public parks, sports and recreational centres, bus stops, local events, and shops. IMI consists of
229 neighbourhood features that fall within five domains: attractiveness; diversity of destinations; pedestrian
access; safety from crime; and safety from traffic. With these two surveys, observers walked through all 60 of
Saskatoons residential neighbourhoods and recorded what they encountered. Each neighbourhoods active
living potential was then assessed based on the results. Reports summarizing the results for each neighbourhood
can be found at smartcitieshealthykids.com.
Research Question 2: What is the relationship between a neighbourhoods active living potential
and the physical activity levels and active transportation of the children between 10 and 13 who
live in that neighbourhood?We recruited 1,610 children to complete two, detailed physical activity questionnaires. The Smart Cities, Healthy
Kids questionnaire was used to determine demographic information and self-perceptions related to physical
activity. The Modifiable Activity Questionnaire for Adolescents (MAQ-A) was used to gather data on the registered
and unregistered physical activities in which the children participate. A sub-group of 465 children was also
recruited to wear accelerometers for a week. Accelerometers are small, waist-mounted instruments that measure
physical activity directly. This report includes exclusively descriptive information from the Smart Cities, Healthy Kids
questionnaire.
Research Question 3: What do children and their parents think about the influence their
neighbourhood has on childrens activity levels?
The first two research questions examine the relationship between systematically measured aspects ofneighbourhoods and childrens physical activity. Question three recognizes the importance of how children and
their parents feel about their neighbourhoods. To find out, we conducted in-depth interviews with 24 families
whose children had participated in earlier parts of the study. Each child was lent a digital camera with which to
take photographs of places and things that they feel help them to be active or prevent them from being active.
These photos were discussed in the interviews with the children, and have been included in presentations of the
research findings. In-depth interviews were also conducted with each parent about their perceptions of their
neighbourhood environment.
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Page 2PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
UNDERSTANDING THE ISSUE: CHILDHOOD OBESITY
Child health concerns in Canada have focused in recent years on rates of
obesity and physical inactivity among children. Evidence points to a rising
percentage of children that are overweight or obese and experiencing
associated health problems. These trends are a cause for concern and
indicate a significant childhood obesity and physical inactivity crisis. In
fact, if the current trends continue, we will have a generation of childrengrowing up for the first time with poorer health status and lower life
expectancy than that of their parents.
What's the Prevalence of Childhood Obesity in Canada?
In 2004, 26% of Canadian children and youth aged 2-17 years were
overweight or obese, including 8% who were obese. Overweight and
obesity among Canadian 2-5 year olds remained the same between 1979
and 2004 (21%), with obesity reported at 6.3% in 2004. Overweight and
obesity doubled among Canadian 6-11 year olds between 1979 and 2004
and obesity tripled among Canadian adolescents aged 12-17 years.1
What's the Prevalence of Childhood Obesity in Saskatchewan?
In 2007/2008, one-quarter (25%) of youth in Saskatchewan were
overweight or obese; this was a 16% increase over 2001. Notably, in the
same year, more than half (57%) of youth in Saskatchewan were physically
inactive, and the rate of inactivity rose more than 17% since 2001.
Canadian Physical Activity Guidelines
For health benefits, children (age 5 to 11) and youth (age 12 to 17) should get at least 60
minutes of moderate to vigorous physical activity (MVPA) daily. This should include vigorous-
intensity activities (enough to raise your heart rate) at least 3 days per week and activities that
strengthen muscle and bone at least 3 days per week. More daily physical activity provides
greater health benefits.2
Quick Fact:
Only 7% of Canadian
children and youth aremeeting the Canadian
Physical Activity
Guidelines.4
I think physical activity is
important for when we'reyounger so we can be fit
and healthy when we're
older.
Being physically active
makes you have a
healthier mind/body andmakes it easier to live.
Without being fit the world
would be an unhealthy
place.
Type 2 diabetes
Hypertension
Sleep apnea
Impaired balance
Orthopedic problems
Glucose intolerance and
insulin resistance
Low self-esteem
Negative body image
Depression
Negative stereotyping
Teasing and bullying
Social marginalization
Health and Social Problems associated with Childhood Obesity3
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Page 3PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
PARTICIPANTSFROM YOUR SCHOOLThe Smart Cities, Healthy KidsPhysical Activity Questionnaire was completed by voluntary participants from grades
5-8 students during spring 2010. Participation rates and demographics varied between schools. There were 1584
total participants that completed the questionnaire. From your school, 48 students participated. The following
graphs describe the participants from your school and how they compare to the participants from all schools.
GenderDistribution Grade Distribution
Age Distribution AboriginalParticipants
The graph below shows the gender distribution of the
participants from your school compared to the
participants from all schools. Your school had equal
participation from boys and girls in the study. National
studies show that more boys than girls tend to
participate in school sports.5 Also, girls tend to be more
influenced by peer participation than boys.6
The graph below shows the grade distribution of the
participants from your school compared to the
participants from all schools. Participants from your
school tended toward higher grades compared to
participants from all schools. .
The above graph shows the age distribution of the
participants from your school compared to the
participants from all schools. Students from your school
tended to be older than the students from all schools
who participated.
The above graph shows the concentration of
Aboriginal participants from your school compared to
all schools. It is important to acknowledge that the
Aboriginal population is more vulnerable, faces
additional barriers to physical activity and sport
participation than the general population, and is in
need of tailored support and engagement strategies.7
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Page 4PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
Home Neighbourhoods
The Home Environment
The graph to the right shows the distribution of home
neighbourhoods for the student participants. With the
open school district, most schools had a wide range
of home neighbourhoods represented in the student
participant sample. This is important to recognize
because it provides insight when analyzing topics
such as active transportation, distance to park space,
and participation in school activities.
The graphs below show the parent-child living arrangements and number of siblings living in the same household
for students from your school compared to students from all schools. The household context has been recognized
as an important factor in sport participation rates in adolescents: the parent/guardian arrangement, family
income, and other family members sports participation levels can all have an impact.8 This impact can be
understood in a number of ways. A childs home environment can determine, for example, the type of adult
modeling behaviour children could emulate, the number of other individuals with whom to engage in physical
activity, the level of access to different types of activity (in terms of money, time, or transportation), and the level
of support and encouragement provided.
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Page 5PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
STUDENT PERSONAL PERCEPTIONS
Body Weight
Although external influences can have a strong impact on physical activity
levels in children, so too can internal self-perceptions and self-esteem.
Indeed, confidence levels can be important for children when engaging in
activities that expose their vulnerability. The physical activity questionnaire
included some questions about body weight and academic performance.
We asked students to indicate how they felt about
their own body weight. The graph to the right shows
the percentage of students who felt they were over/
underweight by 5 pounds or more and those who
felt their weight was okay.
A US study found that lower body satisfaction is
associated with lower levels of physical activity in
adolescents and higher levels of sedentary activity.9
Another Canadian study found similar results in that
self-perceptions of body composition and condition,
as well as sport skills, were significant determinants of
physical activity levels.10 Therefore, efforts aimed at
encouraging active participation should stay away
from approaches that could also contribute to
decreased body satisfaction.
Student Perception of Academic Standing
Grade Range (%) Howard Coad All Schools
80 and above 40% 74%
70 to 79 13% 14%
60 to 69 27% 6%
59 and below 20% 6%
Academic Performance
The graph and chart to the left show how students at
your school compare to how students at all schoolsperceive their academic performance and standing.
Academic performance can be connected to
physical activity. On one hand, school marks and
student perceptions of academic performance have
an effect on confidence levels, self-esteem, and
perceptions of control over personal outcomes.11 Each
of these can be a factor in student physical activity
participation levels. On the other hand, physical
activity is shown to have benefits for mental activity in
children and youth12 and is positively linked to
attention, memory, and executive functions (such as
abstract thinking).13 Therefore, physical activity and
academic performance can be self-reinforcing:
greater physical activity levels can lead to better
academic performance and vice versa. However,
poor performance in either area could also have a
negative impact on the other.
Sometimes I feel
embarrassed about
doing something wrong
in a sport.
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Page 6PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
FAMILY AND PEER INFLUENCESChildrens behaviour can be influenced by the behaviours they observe in people around them. It is important to
take into account the type and sources of behaviour modelling to which children are exposed.
Family Members
Friends and Peers
The physical activity questionnaire asked the students
how often they saw any of their family membersparticipate in sports or exercise activities over the
previous 30 day period. The graph to the right shows
the results from students from your school compared
to students from all schools. It is important to note that
several students never or rarely observe family
members in exercise. National data suggests that few
Canadian adults are meeting the Canadian Physical
Activity Guidelines for Adults,4 which indicates that few
parents are modelling appropriate physical activity
levels for their children.
Friends can also have a significant influence on
childrens participation in physical activity.8 The
physical activity questionnaire asked students how
many of their closest friends exercise regularly and
how often they had seen any of their friends
participate in physical activity. The graphs to the right
and below show results from your school compared to
all schools. An Ontario study found that children are
more likely to be active if 3 or more of their close
friends are also physically active.14 Further, children
report that participating in physical activity with
friends increases their enjoyment of the activity.15
However, it is important to note that peer influence
can both encourage or discourage participation.
I could bike to the
park with my brother
and sister cause theylove going to the park,
so it would make me
and them more active
and healthier.
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Page 7PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
REASONS FOR INACTIVITYIf physical activity intervention and obesity prevention strategies for
children are to be successful, it is important to understand why children are
not meeting recommended physical activity guidelines. The Smart Cities,
Healthy Kidsquestionnaire asked kids what kinds of things most often kept
them from being active. The graph below highlights the reasons that
students from all schools most identified with.
I wish I had more time
and got around to
doing physical activity
every day!
Badweather
I felt lazy
Too much
homework
Familyresponsibilities
Not enough
time
Couldnt get
a ride
Area was
not safe
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Page 8PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
SEDENTARYBEHAVIOUR
There has been a lot of focus recently in health intervention research
on the role of sedentariness in childhood obesity. Children who are
sedentary for several hours a day are less likely to meet the physical
activity guidelines.16 Sedentary behaviour is associated with
unfavourable body composition, decreased physical fitness,
increased risk for metabolic syndrome and cardiovascular disease,decreased self-esteem, behavioural problems and decreased
academic achievement.17 Further, it has been found that health risks
associated with sedentary behaviour increase as sedentary time
increases.
Canadian Sedentary Behaviour Guidelines for School-Aged Children18
For health benefits, children (age 5 to 11) and youth (age 12 to 17) should minimize the time
they spend being sedentary each day. This may be achieved by:
1. Limiting recreational screen time to no more than 2 hours per day; lower levels are associated
with additional health benefits.
2. Limiting sedentary (motorized) transport, extended sitting, and time spent indoors throughout
the day.
Sedentary behaviour is timewhen teens are doing very little
physical movement. Some
examples are:
Sitting for long periods
Using motorized transportation
(such as a bus or a car) Watching television
Playing passive video games
Playing on the computer
Screen Time
Sedentary behaviour is often associated with some form of screen
time. The graph below displays how many hours per day students
reported engaging in various forms of screen time, including
watching TV or videos/DVDs, playing video games, or using thecomputer. Research shows that every hour of screen time children
and youth accumulate translates into 1/3 of an hour less being
physically active.5
It would be good if
parents gave a timing
or a limit a day on the
computer or on anyelectronics.
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Page 9PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
SOURCESOF PHYSICAL ACTIVITYGym Class
The graph to the left shows how many days
per week students report attending gym
class. Classroom time devoted to physical
and health education curricula is important
for the health of children and youth. The
importance of this time is two-fold: it can
both increase the time children spend
being active, and provide them with health
literacy that they can apply in their daily
lives outside of the classroom.19 A study on
the predictors of obesity found that each
additional weekday that adolescents
participated in physical education
decreased their odds of being overweight
as an adult by 5%.20
Structured Activity
Unstructured Activity
Children involved in organized sports and
physical activity programs have higher
overall levels of physical activity21 and are
more likely to meet the physical activity
guidelines.16 The graph to the right shows
how often students engaged in physical
activities with a coach over a 30 day
period.
Physical activity doesnt have to be
organized and scheduled. Indeed,
unstructured forms of active play can help
children increase their physical activity
while also contributing to social,
emotional, and cognitive development.19
The graph to the right shows how often
students engaged in physical activities
without a coach over a 30 day period.
It should be youdont have to be
good at the sport to
join.
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Page 10PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
THE NEIGHBOURHOOD FACTOR
ParkAccess
Children with access to playgrounds, parks, and
recreational facilities in their neighbourhoods are
more likely to be physically active and less likely to be
overweight.22 The graph to the right shows that most
children in Saskatoon have adequate access to
neighbourhood facilities, which is in line with other
Canadian cities.19 However, several studies suggest
that park access alone is not a strong determinant of
park usage; other factors that influence park use are
look of the park (upkeep and condition), presence of
amenities (footpaths, wading pools, picnic tables),
and safety.23
Neighbourhood Perceptions
Children are more likely to be active outside of school if they perceive their neighbourhood as safe.24 We asked
the participants questions about their perception of safety in their home neighbourhood. The graph below shows
the percentage of students who responded feeling safe, pretty safe, or very safe. It is important to note that
very few children in Saskatoon felt unsafe in their neighbourhood.
However, perhaps more importantly, parentsneed to perceive that their neighbourhood is safe if they are to allow
their children the freedom to engage in independent play and mobility outside. A national survey suggests that
18% of parents agree or strongly agree that safety concerns are an issue in their neighbourhood. 25 Neighbourhood
safety concerns commonly cited by parents are harm from strangers, road safety, personal injury, and bullying. 26
Indeed, parental perceptions of neighbourhood safety can have a strong impact on childrens physical activitylevels. Research shows that independent mobility in children has drastically reduced over time: in an effort to
minimize safety risks to their children, parents have restricted their childrens free time away from adult
supervision.27-31Having to coordinate active outdoor play with parents schedules and willingness to supervise may
be a hindrance to the amount of unstructured activity children ultimately engage in, which may prove to be
more harmful to their wellbeing in the end.
The park should
have more street
lights to make it less
scary.
This Smart Cities, Healthy Kidsstudy has a particular interest in understanding
how a childs neighbourhood impacts their physical activity. Accordingly, the
Smart Cities, Healthy Kids questionnaire asked the students some questions
about park space and how safe they feel in their home neighbourhood.
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Page 11PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
Quick Fact:
On a national level, the
most commonly
reported barrier to
active transportation isthe distance between
home and school.
ACTIVE TRANSPORTATION
Some National Figures:34
24% of parents say their children use
only active modes of transportation in
trips to and from school. (20% walk, 4%
bike)
62% of parents say their children rely on
only inactive modes of transportation in
trips to and from school. (24% by car,
34% by bus/train, 4% mixed modes)
14% of parents say their children use a
combination of active and inactive
modes of transportation to and from
school.
With parent and school support, active transportation can be a safe
and inexpensive way to increase physical activity levels. Some
schools have explored ideas such as walking school buses, or
policies requiring students be dropped off a safe walking distance
from school or discouraging parents who live close by from driving
their children to school.19 Research has shown that active
transportation is most likely to be adopted if the built environment has
strong street connectivity and pedestrian infrastructure, parents
perceive the route to school to be safe, and families have strong
social ties with neighbours and emotional satisfaction with their
neighbourhood.32-33
The graph below shows how often students from your school reported
walking or biking to school compared with students from all schools.
The two graphs below show the reasons for not walking or biking to school reported by students from your school
compared to students from all schools. For comparison, a 2008-2009 National Family Intervention Survey reported
reasons given by parents for motorized transportation included inclement weather (21%), convenience and time
pressures (18%), driving somewhere else anyway (17%), distance to school is too far (16%), traffic danger (11%) and
personal safety issues (11%).35
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Page 12PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
FOOD CONSUMPTION AND EATING HABITSPhysical activity alone is not sufficient to mitigate against obesity: proper nutrition must also be considered. There
is a direct link between food consumption, nutrition, and overall health outcomes, including obesity. The Smart
Cities, Healthy Kidsquestionnaire included some questions about each students food consumption patterns and
eating habits. The results from this portion of the questionnaire provide a general impression of childrens food
and nutrition health in Saskatoon. Smart Cities, Healthy Kidshas launched a sister study to further investigate the
role of the food environment on childrens health. (The details of the study can be found on the following page.)
Proper nutrition and food consumption habits contribute to better overall health, increase energy, provide
stronger muscles and bones, and lower the risk of chronic health problems.36 Canadas Food Guide suggests
children between ages 9-13 should consume 6 daily servings of fruits and vegetables, 3-4 daily servings of milk or
milk alternatives, 6 daily servings of grain products, 1-2 daily servings of meat and meat alternatives, and should
limit unsaturated fats.36 Consumption of saturated and trans-fats and sugar-sweetened drinks, along with missing
breakfast, are all contributing risk factors associated with childhood obesity. 37-38 The charts below show your
students self-reported food consumption patterns.
drink pop,
fruit drinks, or
energy drinks?
eat fast food?
eat fruit?
eat vegetables?
drink milk?
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THE FOOD ENVIRONMENT: OUR SISTER STUDY
Smart Cities, Healthy Kids has received additional funding from the Canadian Institutes of Health Research and the
Saskatchewan Health Research Foundation for a sister study evaluating the impact of the food environment on
childhood obesity. The food environment refers to how easily we, and our children, can access nutritious food in the
neighbourhoods in which we live. We are interested in where food stores and restaurants are located in Saskatoon andhow nutritious the foods they carry are. By incorporating data on body weight of children, we ultimately hope to support
the development of improvements to health policy and practice in Saskatoon, and also provide information that would
benefit the nutrition and health of children and families.
Question 1a: What is the geographical distribution of food stores and fast food restaurants in Saskatoon and
how is this distribution related to neighbourhood demographic and socio-economic profiles?
During the first four months of the study (September-December 2010), Geographic Information Systems (GIS) tools were
used to complete maps of fast food restaurants, grocery, convenience, specialty, and all other food stores in all
Saskatoon neighbourhoods. This process has already been initiated by Public Health Services (Saskatoon Health Region);
parts of the city where food access is limited have already been identified and can be related back to demographic
and socio-economic profiles.
Question 1b: What are the differences in food environments, such as location of different types of food
stores and food quality, between higher and lower socioeconomic status neighbourhoods in
Saskatoon?
The consumer nutrition environments of chain supermarkets, smaller grocery stores, convenience stores and restaurants
have been measured using a Canadian adaptation of the Nutrition Environment Measures Survey for Stores (NEMS-S)
and the original Nutrition Environment Measures Survey for Restaurants (NEMS-R). Scores will be calculated for each store
using availability, quality, and price, and for each restaurant using availability, nutrition information, and price. Using these
scores, we will then develop a series of maps showing the distribution of the quality of the food environment within all
residential neighbourhoods in Saskatoon. We will also add selected demographic and socio-economic variables to
assess the relationship between the food environment and neighbourhood income levels.
Question 2: What is the relationship between the quality of the food environment available, as
measured by (NEMS-S) and (NEMS-R), in Saskatoon neighbourhoods, and the dietary intake and body
weights of children aged 10-13 years living in those neighbourhoods?
We will recruit approximately 100 children from each of the 20 neighbourhoods that show the most and the least
positive food environment characteristics based on the previous study data collection (GIS and NEMS). Children will
participate in a food frequency questionnaire (FFQ) for dietary assessment that will be self-administered in class. A
research assistant will also measure heights and weights in order to calculate body mass index (BMI) and determine
body weight status. The questionnaire includes questions on socio-demographic characteristics, and our analysis will
account for things like parental educational level, parental income, proportion of families with no vehicles, and
proportion of lone parent families.
Question 3: How should the information collected in this study be shared in order to facilitate change
that will improve food environments for Saskatoon, and then in other cities in other regions of the
country?
Interviews will be conducted with various governmental, health region, and community-based officials to share
preliminary results, ask for feedback, and discuss policy change options to improve the food environment in Saskatoon.
The results will be compiled into a document that will be disseminated widely.
Page 13PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
PLEASECONSIDERASSISTINGOURRESEARCHAGAINWHENWERETURNTOSCHOOLSINTHESPRINGOF 2012.
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Page 14PHYSICAL ACTIVITY PROFILE HOWARD COAD SCHOOL 2011
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