Ci a ion: Rod íguez-Neg o, J.; Llodio,
I.; Yanci, J. Physical Ac i i y Habi s
and Sleep Du a ion Acco ding o
Gende : A C oss-Sec ional S udy o
Elemen a y School Child en.
Heal hca e 2024,12, 1400. h ps://
doi.o g/10.3390/heal hca e12141400
Academic Edi o : Geo gia T akada
Recei ed: 3 June 2024
Re ised: 9 July 2024
Accep ed: 12 July 2024
Published: 13 July 2024
Copy igh : © 2024 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license (h ps://
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heal hca e
A icle
Physical Ac i i y Habi s and Sleep Du a ion Acco ding o
Gende : A C oss-Sec ional S udy o Elemen a y School Child en
Josune Rod íguez-Neg o 1,* , Iñaki Llodio 2and Ja ie Yanci 2
1Facul y o Educa ion and Spo , Uni e si y o he Basque Coun y (UPV/EHU), 48940 Leioa, Spain
2AKTIBOki: Resea ch G oup in Physical Ac i i y, Physical Exe cise and Spo , Spo s and Physical Exe cise
Resea ch G oup (GIKAFIT), Depa men o Physical Educa ion and Spo , Facul y o Educa ion and Spo ,
Uni e si y o he Basque Coun y (UPV/EHU), 01006 Vi o ia-Gas eiz, Spain; [email p o ec ed] (I.L.);
ja ie [email p o ec ed] (J.Y.)
*Co espondence: josune. [email p o ec ed]
Abs ac : (1) Backg ound: The main goals o his s udy we e o desc ibe he physical ac i i y (PA)
and sleep habi s o 8–12-yea -old child en acco ding o hei gende and o e alua e he ela ionship
be ween PA and sleep habi s (i.e., du a ion and iming). (2) Me hods: A o al o 236 child en (114 boys
and 122 gi ls) comple ed he Physical Ac i i y Ques ionnai e o Olde Child en (PAQ-C) and an ad
hoc sleep habi s ques ionnai e. (3) Resul s: Boys we e mo e physically ac i e han gi ls (
2.62 ±0.51
s. 2.46
±
0.48, p= 0.026) and enac ed highe PA le els in school ecess (3.82
±
1.36 s.
3.56 ±1.38
,
p= 0.003
), du ing he a e noon (3.37
±
1.20 s. 2.89
±
1.12, p= 0.003), and du ing weekends
(
3.54 ±1.20
s. 3.18
±
0.48,
p= 0.009
). Pe sleep habi s, boys had a signi ican ly la e bed ime
(
21:53 ±2:08
s. 21:34
±
2:14, p= 0.009) and a signi ican ly smalle o al sleep du a ion (
9.64 ±0.86
s.
9.89 ±0.87 h
,p= 0.023) han gi ls. No signi ican co ela ions be ween PA and sleep habi s we e
ound. (4) Conclusions: We ound di e ences in he PA and sleep habi s be ween school-age boys
and gi ls. Ins i u ions and en i ies should conside designing speci ic in e en ions o imp o e PA
and sleep habi s acco ding o gende .
Keywo ds: child heal h; heal hy habi s; p ima y educa ion; physical exe cise; PAQ-C; childhood
1. In oduc ion
Heal hy habi s du ing childhood, like egula physical ac i i y (PA), educed seden-
a y beha iou , su icien sleep, adequa e nu i ion, and limi ed sc een ime, a e c ucial
o heal h [
1
–
3
]. Fu he mo e, his is o pa icula impo ance gi en ha heal h du ing
childhood is a s ong p edic o o heal h in adul hood; indeed, es ablishing posi i e habi s
in childhood is linked o imp o ed li elong heal h [
4
]. Un o una ely, he e is a g owing
body o li e a u e ha has epo ed ha mos child en a ound he wo ld do no mee
heal hy habi ecommenda ions [5–7].
Acco ding o in e na ional ecommenda ions, child en should accumula e a leas
60 min o daily mode a e- o- igo ous PA [
8
]. In ecen decades, mo e emphasis has been
placed on he e ec s o PA, and egula PA has been demons a ed o be one o he mos
app op ia e ways o enhance nume ous posi i e heal h ou comes in child en, such as
o e weigh /obesi y educ ion [
2
] and ca dio ascula and me abolic ch onic disease isk
educ ion [
9
]. Mo eo e , PA has been widely ecognized o i s bene i s on psychological
well-being, cogni i e unc ions, and academic ou comes [
10
–
12
]. Despi e he bene i s o eg-
ula PA in child en, wo- hi ds o child en do no mee he in e na ional ecommenda ions,
and he lack o egula PA and inc eased ime o seden a y beha iou a e he ou h highes
isk ac o a ibu ed o mo ali y globally [
8
,
13
,
14
]. In a s udy ca ied ou wi h 49,606 U.S.
child en, F iel e al. [
5
] ound ha only 23% me he PA ecommenda ions. The e o e, due
o he impo ance and he lack o PA du ing childhood, mo e s udies in di e en con ex s
a e needed.
Heal hca e 2024,12, 1400. h ps://doi.o g/10.3390/heal hca e12141400 h ps://www.mdpi.com/jou nal/heal hca e
Heal hca e 2024,12, 1400 2 o 13
I is also widely accep ed ha sleep has es o a i e e ec s—a key componen o chil-
d en’s heal h and well-being [
15
]. Sleep has a wide ange o unc ions, which include p omo -
ing de elopmen , imp o ing wo king memo y and cogni i e unc ions, egula ing beha iou
and emo ions, s eng hening he immune sys em, and de eloping adequa e men al heal h
in school-age child en [
3
,
16
,
17
]. Fu he mo e, i has been demons a ed ha sleep du a ion
is p edic i e o lowe odds o obesi y [
18
]. A subs an ial body o li e a u e sugges s ha
a lack o adequa e sleep habi s in child en is associa ed wi h many ad e se consequences,
including physical, neu ocogni i e, emo ional, and beha iou al ou comes [
3
,
19
]. E en o
child en be ween 6 and 12 yea s old encou aged o sleep 9–12 h/day [
20
], insu icien sleep
has become mo e common among child en. While ew s udies ha e epo ed an a e age
sleep du a ion be ween 9 and 11 h/nigh [
21
,
22
], many o he s ha e epo ed an a e age sleep
du a ion unde 8 h/nigh [
23
–
25
]. In a s udy ca ied ou wi h 497 child en, Lima e al. [
23
]
ound ha only 26.1% o he B azilian child en and 33.7% o child en om he wes o Spain
slep mo e han 8 h/day.
Gi en he impo ance o heal hy habi s du ing childhood, a my iad o s udies ha e
ocused on whe he school child en a e ollowing heal h habi ecommenda ions. Howe e ,
hese s udies ha e analysed gi ls and boys as a whole g oup and, he e o e, less is known
abou he di e ences o habi s acco ding o gende [
24
]. Some p e ious s udies ha e
ound di e ences be ween boys and gi ls in some heal h habi s like nu i ion o sc een
ime [
24
,
25
]. Mo eo e , i seems ha he e migh also be gende di e ences in PA le els
and sleep ime [
26
,
27
]. While his in o ma ion migh be impo an o planning adequa e
heal h p omo ion in e en ions o os e heal hy habi s among child en, he in luence o
gende in heal hy habi s du ing childhood has no been deeply explo ed ye .
Mo eo e , i is impo an o unde s and bo h whe he school-age boys and gi ls a e
ge ing enough PA and sleep and he ela ionship be ween hese wo a iables. P e ious
s udies ound highe PA le els associa ed wi h imp o ed sleep [
19
,
28
]. Kalak e al. [
29
]
ound ha adolescen s who an 30 min/week had be e sleep ou comes (i.e., inc eased
slow-wa e sleep, dec eased sleep la ency, and enhanced pe cei ed sleep quali y), al hough
ew esea che s ha e ocused on he ela ionship be ween PA and sleep in child en. The e-
o e, e en i cu en p e en ion and in e en ion app oaches o add ess sleep p oblems
usually include PA [
19
], i migh be necessa y o del e mo e deeply in o his ela ionship,
especially in child en. The e o e, he main goals o his s udy we e o desc ibe he PA
and sleep habi s o 8–12-yea -old child en acco ding o hei gende and o e alua e he
ela ionship be ween PA and hei sleep habi s.
2. Ma e ials and Me hods
2.1. Pa icipan s
A o al o 258 child en be ween 8 and 12 yea s old om a Spanish elemen a y educa ion
s a e school loca ed in he ci y o Bilbao we e in i ed o ake pa in his esea ch, whe eas
a inal 236 child en (114 boys and 122 gi ls) ook pa in he s udy. The school was loca ed
in he Indau xu a ea o Bilbao. While in a s a e school he socioeconomic cha ac e is ics a e
a ied, in gene al he sample was composed o middle–high socioeconomic class amilies,
wi h an a e age amily income o €76,661.
Table 1shows he age, heigh , body mass, and body mass index (BMI) o all pa ici-
pan s. The inclusion c i e ia we e (1) no being sick he p e ious week o ha ing some hing
ha p ecluded he child om doing hei egula PA, and (2) comple ing bo h he PA
and sleep habi s ques ionnai es. Be o e pa icipa ion, he child en and pa en s o legal
gua dians we e in o med abou he aim and he design o he s udy, and he pa en s o
legal gua dians signed an in o med consen o m. The managemen eam o he elemen a y
school o which he child en belonged also app o ed he s udy. The s udy was pe o med in
acco dance wi h he Helsinki Decla a ion (2013) and was app o ed by he E hics Commi ee
(CEISH, code 2015/147) o he Uni e si y o he Basque Coun y (UPV/EHU).
Heal hca e 2024,12, 1400 3 o 13
Table 1. Pa icipan s’ physical cha ac e is ics.
Age (Yea ) Mass (kg) Heigh (cm) BMI (kg/m2)
All 9.66 ±1.16 36.67 ±9.08 139.68 ±8.41 18.59 ±3.14
Boys 9.75 ±1.20 35.37 ±7.44 139.32 ±7.90 18.09 ±2.53
Gi ls 9.57 ±1.12 37.85 ±10.24 140.01 ±8.87 19.05 ±3.55
BMI = body mass index.
2.2. P ocedu e
In his s udy, we examined he PA and sleep habi s o 8–12-yea -old boys and gi ls.
Bo h ques ionnai es we e adminis e ed in pape and a he beginning o he second imes e
o a school yea . To assess PA habi s, he Physical Ac i i y Ques ionnai e o Olde Child en
(PAQ-C) [
30
] was comple ed by pa icipan s du ing physical educa ion class du ing school
hou s. A sleep habi s ques ionnai e was sen o he amilies h ough he school and was
comple ed by pa en s/gua dians [
31
]. The in o ma ion om bo h ques ionnai es was
subsequen ly ans e ed o an Excel ile.
2.3. Measu es
The PAQ-C [
30
] was used o assess he PA habi s o he pa icipan s. The PAQ-C is a
sel -adminis e ed 7-day ecall ques ionnai e o child en 8–14 yea s old. The ques ionnai e
p o ides a summa y o PA calcula ed om 10 i ems; he i s nine i ems a e sco ed on a
5-poin scale (wi h 1 ep esen ing he lowes le el and 5 ep esen ing he highes le el o
PA), while he las i em is sco ed on a 2-poin scale. The i s i em is a checklis o ac i i ies
and common spo s and games. The inal six i ems assess PA du ing speci ic momen s
o he p e ious 7 days: physical educa ion sessions, school ecess, lunch ime, a e noon
(14–18 h), e ening (18–22 h), and du ing he weekend. The eigh h i em e alua es he
in ensi y o he PA, and he nin h i em asks abou he equency o PA o e each day o he
p e ious week. Ou o he o al sco e calcula ion, i em 10 asks child en i hey ha e been
sick o i some hing p e en ed hem om doing hei egula PA. The a e age sco e on
he ques ionnai e allows in es iga o s o know he le el o PA ca ied ou du ing he las
week by he child en [
32
]. The PAQ-C had al eady been used in school-age child en [
33
,
34
]
and was ound o co ela e wi h mode a e- o- igo ous physical ac i i y (MVPA) sco es
measu ed wi h accele ome e s [
35
]. Fu he mo e, he Spanish e sion o he PAQ-C has
been ound o ha e good eliabili y alues (C onbach’s alpha = 0.83) [36].
To analyse pa icipan s sleep habi s, each child’s sleep iming (hou o bed ime and
wake ime) was pa en /gua dian- epo ed. Pa en s/gua dians we e asked: “A wha ime
does you child usually all asleep?” and “A wha ime does you child usually wake up
in he mo ning?” F om hese da a, he o al sleep du a ion (hou s/day) o each child was
also calcula ed. Sleep du a ion and iming we e simila ly eco ded in o he s udies wi h
school-age child en [1,5].
2.4. S a is ical Analysis
The esul s a e p esen ed as means, s anda d de ia ions (SDs), equencies, and pe cen -
ages. To de e mine he no mali y o he da a and he equali y o a iances, he Kolmogo o –
Smi no s a is ic and Le ene’s es we e used espec i ely. The Mann–Whi ney U- es was
used o de e mine di e ences be ween he gi ls and boys. The magni udes o he di e ences
we e calcula ed using he p obabili y o supe io i y (PS) [
37
]. The ollowing quali a i e in e -
p e a ion was used o in e p e he PS alues: i ial (
PS = 0.00–0.50
), small (PS = 0.50–0.56),
mode a e (PS = 0.56–0.71), and la ge (PS > 0.71) di e ences be ween means [
38
]. Fu he -
mo e, he mean di e ences be ween he boys and gi ls we e calcula ed in pe cen ages (Di .
%): ([Mean gi ls
−
Mean boys]
×
100)/Mean boys. Finally, Chi-squa e s a is ical analysis
was used o analyse he s a is ical signi icance in he dis ibu ion o pe cen ages o he
answe s o each g oup. Da a analysis was pe o med using SPSS (Ve sion 23) o Windows
(Chicago, IL, USA). S a is ical signi icance was se a p< 0.05.
Heal hca e 2024,12, 1400 4 o 13
3. Resul s
Table 2shows he PA esul s on he PAQ-C o all he pa icipan s. The PAQ-C o al
sco e o all pa icipan s was 2.54
±
0.50 poin s. The mos -p ac iced PA we e walking,
jogging o unning, oo ball, and baske ball, while he leas -p ac iced we e canoeing,
badmin on, and ae obics. The child en we e mos ac i e du ing physical educa ion lessons
and school ecess.
Table 2. Physical ac i i y esul s on he PAQ-C o all pa icipan s.
Mean ±SD 1 2 3 4 5
Physical Ac i i y in You Spa e Time: Ha e You
Done Any o he Following Ac i i ies in he Pas
7 Days? I Yes, How Many Times?
No 1–2 Times 3–4 Times 5–6 Times 7 Times o
Mo e
I em 1A: Skipping 1.39 ±0.70 71.6% (169) 20.3% (48) 6.4 (15) 1.3% (3) 0.4% (1)
I em 1B: Rowing o canoeing 1.10 ±0.42 93.6% (221) 3.8% (9) 2.1 (5) 0.0% (0) 0.4% (1)
I em 1C: In-line ska ing 1.71 ±1.12 59.7% (141) 25.0% (59) 6.4% (15) 2.5% (6) 6.4% (15)
I em 1D: Ska eboa ding 1.56 ±1.03 67.4% (159) 20.8% (49) 5.5% (13) 0.8% (2) 5.5% (13)
I em 1E: Walking 4.19 ±1.29 7.2% (17) 7.2% (17) 11.0% (26) 8.9% (21) 65.7% (155)
I em 1F: Jogging o unning 3.93 ±1.35 7.6% (18) 11.0% (26) 16.1% (38) 11.4% (27) 53.8% (127)
I em 1G: Cycling 1.95 ±1.22 49.2% (116) 27.1% (64) 11.4% (27) 4.2% (10) 8.1% (19)
I em 1H: Ae obics 1.21 ±0.67 87.7% (207) 8.1% (19) 1.7% (4) 0.8% (2) 1.7% (4)
I em 1I: Dance 1.82 ±1.18 55.5% (131) 25.0% (59) 7.6% (18) 5.5% (13) 6.4% (15)
I em 1J: Swimming 1.92 ±1.19 50.4% (119) 25.0% (59) 11.4% (27) 7.6% (18) 5.5% (13)
I em 1K: Foo ball 2.69 ±1.57 33.5% (79) 19.1% (45) 16.5% (39) 6.8% (16) 24.2% (57)
I em 1L: Baske ball 2.05 ±1.12 39.8% (94) 30.9% (73) 19.1% (45) 4.7% (11) 5.5% (13)
I em 1M: Volleyball 1.26 ±0.73 83.9% (198) 11.0% (26) 1.7% (4) 1.7% (4) 1.7% (4)
I em 1N: Badmin on 1.14 ±0.59 92.4% (218) 4.7% (11) 1.3% (3) 0.0% (0) 1.7% (4)
I em 1O: O he spo 1.94 ±1.49 61.0% (144) 15.7% (37) 6.4% (15) 2.1% (5) 14.8% (35)
In he las 7 days, du ing you PE classes, how
o en we e you ac i e? I don’ do PE
Ha dly e e
Some imes Qui e o en Always
I em 2: Physical educa ion 3.76 ±0.97 4.7% (11) 5.1% (12) 19.5% (46) 51.3% (121) 19.5% (46)
In he las 7 days, wha did you do mos o he
ime a . . . Sa down
S ood o
walked
a ound
Ran o
played a
li le bi
Ran a ound
and played
qui e a bi
Ran and
played ha d
mos o he
ime
I em 3: School ecess 3.68 ±1.37 13.1% (31) 5.1% (12) 21.2% (50) 21.6% (51) 39.0% (92)
I em 4: Lunch 2.75 ±1.45 30.9% (73) 11.9% (28) 25.8% (61) 14.4% (34) 16.9% (40)
How many days in he las week did you do
spo s, dance, o play games in which you we e
e y ac i e du ing. . .
None 1 ime las
week
2 o 3 imes
las week
4 imes las
week
5 imes las
week
I em 5: A e noon (14–18 h) 3.12 ±1.23 11.9% (28) 16.9% (40) 36.4% (86) 16.5% (39) 18.2% (43)
How many days in he las week did you do
spo s, dance, o play games in which you we e
e y ac i e du ing. . .
None 1 ime las
week
2 o 3 imes
las week
4–5 imes
las week
6–7 imes
las week
I em 6: E ening (18–22 h) 2.69 ±1.19 19.5% (46) 23.3% (55) 35.6% (84) 12.3% (29) 9.3% (22)
I em 7: Weekend 3.36 ±1.15 6.4% (15) 15.7% (37) 33.5% (79) 24.2% (57) 20.3% (48)
Heal hca e 2024,12, 1400 5 o 13
Table 2. Con .
Mean ±SD 1 2 3 4 5
Which one o he ollowing desc ibes you bes
o he las 7 days?
All o mos o
my ee ime
was spen
doing hings
ha in ol ed
li le physical
e o
I
some imes
(1–2 imes
las week)
did
physical
hings in
my ee
ime
I o en
(3–4 imes
las week)
did
physical
hings in
my ee
ime
I qui e
o en
(5–6 imes
las week)
did
physical
hings in
my ee
ime
I e y o en
(7 o mo e
imes las
week) did
physical
hings in
my ee
ime
I em 8: In ensi y 3.11 ±1.16 8.9% (21) 23.3% (55) 28.8% (68) 26.3% (62) 12.7% (30)
How o en did you do PA (like playing spo s,
games, dance o any o he PA) o each day las
week?
None Li le Medium O en Ve y o en
I em 9A: Monday 2.91 ±1.31 17.8% (42) 22.9% (54) 24.6% (58) 20.3% (48) 14.4% (34)
I em 9B: Tuesday 3.14 ±1.36 14.8% (35) 20.3% (48) 22.0% (52) 21.2% (50) 21.6% (51)
I em 9C: Wednesday 2.97 ±1.30 14.8% (35) 25.4% (60) 23.7% (56) 19.9% (47) 16.1% (38)
I em 9D: Thu sday 3.04 ±1.26 16.9% (40) 21.6% (51) 20.8% (49) 22.0% (52) 18.6% (44)
I em 9E: F iday 3.53 ±1.43 13.6% (32) 13.6% (32) 15.3% (36) 21.2% (50) 36.4% (86)
I em 9F: Sa u day 3.59 ±1.36 10.6% (25) 12.7% (30) 19.5% (46) 21.2% (50) 36.0% (85)
I em 9G: Sunday 3.13 ±1.87 19.1% (45) 19.9% (47) 19.5% (46) 19.1% (45) 22.4% (53)
PAQ-C o al sco e 2.54 ±0.50
SD = s anda d de ia ion. Da a o he Like scale is shown in pe cen ages ( equencies).
Table 3shows he PA esul s on he PAQ-C o he boys and gi ls and he di e ences
acco ding o gende . The boys achie ed signi ican ly highe esul s han he gi ls pe he
PAQ-C o al sco e (2.62
±
0.51 s. 2.46
±
0.48, p= 0.026, PS = 0.42, i ial). Rega ding he
p ac ice o di e en spo s (i ems 1A–1O), boys epo ed signi ican ly highe alues o oo -
ball (3.54
±
1.52 s. 1.90
±
1.16, p< 0.001, PS = 0.22, i ial; chi2 = 65.398,
p< 0.001
), in-line
ska ing (1.56
±
1.13 s. 1.84
±
1.09, p= 0.001, PS = 0.59, mode a e;
chi2 = 18.939
,
p= 0.001
),
ska eboa ding (1.83
±
1.23 s. 1.31
±
0.72, p< 0.001, PS = 0.38, i ial;
chi2 = 17.221
,
p= 0.002
), cycling (2.25
±
1.32 s. 1.67
±
1.05,
p< 0.001
, PS = 0.37, i ial; chi2 = 14.746,
p= 0.005
), and jogging o unning (4.17
±
1.27 s. 3.70
±
1.38, p= 0.005, PS = 0.40, i ial;
chi2 = 9.794, p= 0.044). Howe e , he gi ls epo ed highe alues han he boys o skipping
(1.27
±
0.65 s. 1.49
±
0.73, p= 0.003, PS = 0.59, mode a e; chi2 = 11.006,
p= 0.026
) and
dance (1.36
±
0.74 s. 2.25
±
1.34, p= 0.000, PS = 0.70, mode a e; chi2 = 37.648, p< 0.001).
Rega ding PA du ing di e en momen s o he day o he week, boys ob ained highe
alues han gi ls on i em 3 (PA du ing school ecess; 3.82
±
1.36 s. 3.56
±
1.38, p= 0.003,
PS = 0.44, i ial; chi2 = 13.565, p= 0.009), i em 5 (PA du ing he a e noon om 14:00 o
18:00 h) (3.37
±
1.20 s. 2.89
±
1.12, p= 0.003, PS = 0.39, i ial; chi2 = 14.372, p= 0.006),
and i em 9F (PA on Sa u days) (3.88
±
1.32 s. 3.33
±
1.35, p= 0.001, PS = 0.38, i ial;
chi2 = 15.603, p= 0.004).
Heal hca e 2024,12, 1400 6 o 13
Table 3. Physical ac i i y esul s on he PAQ-C o boys and gi ls and he di e ences acco ding o gende .
Boys Gi ls PS (Di . %)
and p
Boys Gi ls Chi2 p
Mean ±SD Mean ±SD 1 2 3 4 5 1 2 3 4 5
Physical Ac i i y in You Spa e Time: Ha e you Done Any o he
Following Ac i i ies in he Pas 7 Days? I Yes, How Many Times? No 1–2 Times 3–4 Times 5–6 Times 7 Times o Mo e No 1–2 Times 3–4 Times 5–6 Times 7 Times o Mo e
I em 1A: Skipping 1.27 ±0.65 1.49 ±0.73 0.59 (17.32)
p= 0.003 ** 80.7% (92) 14.0% (16) 3.5% (4) 0.9% (1) 0.9% (1) 63.1% (77) 26.2% (32) 9.0% (11) 1.6% (2) 0.0% (0) 0.026 *
I em 1B: Rowing o
canoeing 1.15 ±0.55 1.05 ±0.25 0.48 (−8.69)
p= 0.133 91.2% (104) 4.4% (5) 3.5% (4) 0.0% (0) 0.9% (1) 95.9% (117) 3.3% (4) 0.8% (1) 0.0% (0) 0.0% (0) 0.333
I em 1C: In-line
ska ing 1.56 ±1.13 1.84 ±1.09 0.59 (17.94)
p= 0.001 ** 72.8% (83) 14.0% (16) 4.4% (5) 1.8% (2) 7.0% (8) 47.5% (58) 35.2% (43) 8.2% (10) 3.3% (4) 5.7% (7) 0.001 **
I em 1D:
Ska eboa ding 1.83 ±1.23 1.31 ±0.72
0.38 (
−
28.41)
p< 0.001 ** 55.3% (63) 26.3% (30) 7.9% (9) 0.9% (1) 9.6% (11) 78.7% (96) 15.6% (19) 3.3% (4) 0.8% (1) 1.6% (2) 0.002 **
I em 1E: Walking 4.17 ±1.39 4.20 ±1.19 0.49 (0.71)
p= 0.687 10.5% (12) 6.1% (7) 7.9% (9) 7.0% (8) 68.4% (78) 4.1% (5) 8.2% (10) 13.9% (17) 10.7% (13) 63.1% (77) 0.146
I em 1F: Jogging o
unning 4.17 ±1.27 3.70 ±1.38
0.40 (
−
11.27)
p= 0.005 ** 7.0% (8) 6.1% (7) 13.2% (15) 10.5% (12) 63.2% (72) 8.2% (10) 15.6% (19) 18.9% (23) 12.3% (15) 45.1% (55) 0.044 *
I em 1G: Cycling 2.25 ±1.32 1.67 ±1.05
0.37 (
−
25.77)
p< 0.001 ** 37.7% (43) 28.9% (33) 15.8% (18) 6.1% (7) 11.4% (13) 59.8% (73) 25.4% (31) 7.4% (9) 2.5% (3) 4.9% (6) 0.005 **
I em 1H: Ae obics 1.19 ±0.66 1.22 ±0.68 0.51 (2.52)
p= 0.680 88.6% (101) 7.9% (9) 0.9% (1) 0.9% (1) 1.8% (2) 86.9% (106) 8.2% (10) 2.5% (3) 0.8% (1) 1.6% (2) 0.924
I em 1I: Dance 1.36 ±0.74 2.25 ±1.34 0.70 (65.44)
p< 0.001 ** 73.7% (84) 21.1% (24) 2.6% (3) 0.9% (1) 1.8% (2) 38.5% (47) 28.7% (35) 12.3% (15) 9.8% (12) 10.7% (13) 0.000 **
I em 1J: Swimming 2.01 ±1.20 1.85 ±1.17 0.46 (−7.96)
p= 0.200 45.6% (52) 27.2% (31) 14.9% (17) 5.3% (6) 7.0% (8) 54.9% (67) 23.0% (28) 8.2% (10) 9.8% (12) 4.1% (5) 0.179
I em 1K: Foo ball 3.54 ±1.52 1.90 ±1.16
0.22 (
−
46.32)
p< 0.001 ** 15.8% (18) 12.3% (14) 17.5% (20) 11.4% (13) 43.0% (49) 50.0% (61) 25.4% (31) 15.6% (19) 2.5% (3) 6.6% (8) 0.000 **
I em 1L: Baske ball 2.18 ±1.22 1.93 ±1.02
0.45 (
−
11.46)
p= 0.186 36.8% (42) 30.7% (35) 18.4% (21) 6.1% (7) 7.9% (9) 42.6% (52) 31.1% (38) 19.7% (24) 3.3% (4) 3.3% (4) 0.425
I em 1M: Volleyball 1.25 ±0.71 1.28 ±0.75 0.51 (2.40)
p= 0.650 85.1% (97) 9.6% (11) 2.6% (3) 0.9% (1) 1.8% (2) 82.8% (101) 12.3% (15) 0.8% (1) 2.5% (3) 1.6% (2) 0.658
I em 1N: Badmin on 1.19 ±0.71 1.09 ±0.44 0.48 (−8.40)
p= 0.247 90.4% (103) 5.3% (6) 1.8% (2) 0.0% (0) 2.6% (3) 94.3% (115) 4.1% (5) 0.8% (1) 0.0% (0) 0.8% (1) 0.612
I em 1O: O he spo 1.81 ±1.35 2.07 ±1.52 0.55 (14.36)
p= 0.144 65.8% (75) 13.2% (15) 7.0% (8) 2.6% (3) 11.4% (13) 56.6% (69) 18.0% (22) 5.7% (7) 1.6% (2) 18.0 (22) 0.421
In he las 7 days, du ing you PE classes, how o en we e you ac i e? I don´ do
PE
Ha dly
e e
Some imes
Qui e
o en Always I don´ do
PE
Ha dly
e e
Some imes
Qui e
o en Always
I em 2: Physical
educa ion 3.74 ±1.04 3.78 ±0.92 0.50 (1.06)
p= 0.941 6.1% (7) 4.4% (5) 20.2% (23) 48.2% (55) 21.1% (24) 3.3% (4) 5.7% (7) 18.9% (23) 54.1% (66) 18.0% (22) 0.741
In he las 7 days, wha did you do mos o he ime a . . . Sa down
S ood o
walked
a ound
Ran o
played a
li le bi
Ran
a ound
and
played
qui e a bi
Ran and played
ha d mos o he
ime
Sa down
S ood o
walked
a ound
Ran o
played a
li le bi
Ran
a ound
and
played
qui e a bi
Sa down
I em 3: School ecess 3.82 ±1.36 3.56 ±1.38 0.44 (−6.80)
p= 0.116 13.2% (15) 3.5% (4) 13.2% (15) 28.9% (33) 41.2% (47) 13.1% (16) 6.6% (8) 28.7% (35) 14.8% (18) 36.9% (45) 0.009 **
I em 4: Lunch 2.75 ±1.47 2.74 ±1.44 0.50 (−0.36)
p= 0.933 32.5% (37) 9.6% (11) 24.6% (28) 16.7% (19) 16.7% (19) 29.5% (36) 13.9% (17) 27.0% (33) 12.3% (15) 17.2% (21) 0.734
Heal hca e 2024,12, 1400 7 o 13
Table 3. Con .
Boys Gi ls PS (Di . %)
and p
Boys Gi ls Chi2 p
Mean ±SD Mean ±SD 1 2 3 4 5 1 2 3 4 5
In he las 7 days, how many days did you do spo s, dance, o play
games in which you we e e y ac i e du ing. . . None
1 ime las
week
2 o 3
imes las
week
4 imes
las week
5 imes las week
None
1 ime las
week
2 o 3
imes las
week
4 imes
las week
5 imes las week
I em 5: A e noon
(14–18 h) 3.37 ±1.30 2.89 ±1.12
0.39 (
−
14.24)
p= 0.003 ** 11.4% (13) 11.4% (13) 33.3% (38) 16.7% (19) 27.2% (31) 12.3% (15) 22.1% (27) 39.3% (48) 16.4% (20) 9.8% (12) 0.006 **
In he las 7 days, how many days did you do spo s, dance, o play
games in which you we e e y ac i e du ing. . . None
1 ime las
week
2 o 3
imes las
week
4–5 imes
las week
6–7 imes las
week None
1 ime las
week
2 o 3
imes las
week
4–5 imes
las week
6–7 imes las
week
I em 6: E ening
(18–22 h) 2.81 ±1.09 1.26 ±2.57
0.44 (
−
55.16)
p= 0.074 14.0% (16) 21.1% (24) 43.0% (49) 14.0% (16) 7.9% (9) 24.6% (30) 25.4% (31) 28.7% (35) 10.7% (13) 10.7% (13) 0.082
I em 7: Weekend 3.52 ±1.12 1.17 ±3.22
0.43 (
−
66.76)
p= 0.065 3.5% (4) 14.9% (17) 32.5% (37) 24.6% (28) 24.6% (28) 9.0% (11) 16.4% (20) 34.4% (42) 23.8% (29) 16.4% (20) 0.296
Which one o he ollowing desc ibes you bes o he las 7 days?
All o mos
o my ee
ime did
hings wi h
li le
physical
e o
I some-
imes
(1–2 imes
las week)
did
physical
hings in
my ee
ime
I o en
(3–4 imes
las week)
did
physical
hings in
my ee
ime
I qui e
o en
(5–6 imes
las week)
did
physical
hings in
my ee
ime
I e y o en (7 o
mo e imes las
week) did
physical hings
in my ee ime
All o mos
o my ee
ime did
hings wi h
li le
physical
e o
I some-
imes
(1–2 imes
las week)
did
physical
hings in
my ee
ime
I o en
(3–4 imes
las week)
did
physical
hings in
my ee
ime
I qui e
o en
(5–6 imes
las week)
did
physical
hings in
my ee
ime
I e y o en (7 o
mo e imes las
week) did
physical hings
in my ee ime
I em 8: In ensi y 3.21 ±1.23 3.01 ±1.09 0.45 (−6.23)
p= 0.179 9.6% (11) 20.2% (23) 27.2% (31) 25.4% (29) 17.5% (20) 8.2% (10) 26.2% (32) 30.3% (37) 27.0% (33) 8.2% (10) 0.251
How o en did you do PA (like playing spo s, games, dance, o any
o he PA) o each day las week? None Li le Medium O en Ve y o en None Li le Medium O en Ve y o en
I em 9A: Monday 3.04 ±1.28 2.79 ±1.32 0.44 (−8.22)
p= 0.133 15.8% (18) 17.5% (20) 29.8% (34) 21.1% (24) 15.8% (18) 19.7% (24) 27.9% (34) 19.7% (24) 19.7% (24) 13.1% (16) 0.194
I em 9B: Tuesday 3.30 ±1.38 3.00 ±1.33 0.44 (−9.09)
p= 0.087 14.0% (16) 15.8% (18) 22.8% (26) 21.1% (24) 26.3% (30) 15.6% (19) 24.6% (30) 21.3% (26) 21.3% (26) 17.2% (21) 0.324
I em 9C: Wednesday 2.93 ±1.32 3.01 ±1.28 0.52 (2.73)
p= 0.618 15.8% (18) 25.4% (29) 26.3% (30) 14.9% (17) 17.5% (20) 13.9% (17) 25.4% (31) 21.3% (26) 24.6% (30) 14.8% (18) 0.432
I em 9D: Thu sday 3.15 ±1.35 2.93 ±1.37 0.45 (−6.98)
p= 0.221 15.8% (18) 17.5% (20) 21.9% (25) 25.4% (29) 19.3% (22) 18.0% (22) 25.4% (31) 19.7% (24) 18.9% (23) 18.0% (22) 0.522
I em 9E: F iday 3.62 ±1.49 3.45 ±1.38 0.45 (−4.69)
p= 0.213 14.9% (17) 11.4% (13) 13.2% (15) 17.5% (20) 43.0% (49) 12.3% (15) 15.6% (19) 17.2% (21) 24.6% (30) 30.3% (37) 0.226
I em 9F: Sa u day 3.88 ±1.32 3.33 ±1.35
0.38 (
−
14.17)
p= 0.001 ** 7.0% (8) 12.3% (14) 14.9% (17) 17.5% (20) 48.2% (55) 13.9% (17) 13.1% (16) 23.8% (29) 24.6% (30) 24.6% (30) 0.004 **
I em 9G: Sunday 3.22 ±1.46 3.05 ±2.21 0.44 (−5.27)
p= 0.102 15.8% (18) 21.9% (25) 14.9% (17) 19.3% (22) 28.1% (32) 22.1% (27) 18.0% (22) 23.8% (29) 18.9% (23) 17.2% (21) 0.124
PAQ-C o al sco e 2.62 ±0.51 2.46 ±0.48 0.42 (−6.10)
p= 0.026 *
SD = s anda d de ia ion. PS = p obabili y o supe io i y. Di . % = mean di e ences. * p< 0.05, ** p< 0.01 = signi ican di e ences be ween boys and gi ls. Da a o he Like scale is
shown in pe cen ages ( equencies).
Heal hca e 2024,12, 1400 8 o 13
Wi h i em 9 (PA du ing each day o he week), he PA le el du ing he week and
weekend we e calcula ed. The esul s o all pa icipan s we e 3.11
±
0.93 du ing he week
and 3.36
±
1.33 du ing he weekend. Boys achie ed signi ican ly highe PA esul s han
gi ls du ing he weekends (3.54
±
1.20 s. 3.18
±
0.48, p= 0.009, PS = 0.44, i ial). No
di e ences we e ound du ing he week (3.20
±
0.98 s. 3.03
±
0.88, p= 0.113, PS = 0.40,
i ial) (Figu e 1).
Figu e 1. Week and weekend PA esul s o all pa icipan s and o boys and gi ls. No e:
PA = physical
ac i i y. ** p< 0.01 = signi ican di e ences be ween boys and gi ls.
Acco ding o sleep habi s, pa icipan s’ bed ime was a 21:43
±
2:11, and wake ime
a 7:44
±
0:28, wi h a o al sleep du a ion o 9.77
±
0.88 h. No signi ican di e ences we e
ound o gende (i.e., boys and gi ls) pe wake ime (7:43
±
0:29 s. 7:46
±
0:26, p= 0.381,
PS = 0.48, i ial). S ill, he boys had a signi ican ly la e bed ime han he gi ls (
21:53 ±2:08
s. 21:34
±
2:14, p= 0.009, PS = 0.38, i ial), and he boys had a signi ican ly sho e o al
sleep du a ion han gi ls (9.64
±
0.86 s. 9.89
±
0.87 h, p= 0.023, PS = 0.52, small) (Figu e 2).
Heal hca e 2024, 12, x FOR PEER REVIEW 8 o 13
Wi h i em 9 (PA du ing each day o he week), he PA le el du ing he week and
weekend we e calcula ed. The esul s o all pa icipan s we e 3.11 ± 0.93 du ing he week
and 3.36 ± 1.33 du ing he weekend. Boys achie ed significan ly highe PA esul s han
gi ls du ing he weekends (3.54 ± 1.20 s. 3.18 ± 0.48, p = 0.009, PS = 0.44, i ial). No di -
e ences we e ound du ing he week (3.20 ± 0.98 s. 3.03 ± 0.88, p = 0.113, PS = 0.40, i ial)
(Figu e 1).
Figu e 1. Week and weekend PA esul s o all pa icipan s and o boys and gi ls. No e: PA = phys-
ical ac i i y. ** p < 0.01 = significan diffe ences be ween boys and gi ls.
Acco ding o sleep habi s, pa icipan s’ bed ime was a 21:43 ± 2:11, and wake ime a
7:44 ± 0:28, wi h a o al sleep du a ion o 9.77 ± 0.88 h. No significan diffe ences we e
ound o gende (i.e., boys and gi ls) pe wake ime (7:43 ± 0:29 s. 7:46 ± 0:26, p = 0.381,
PS = 0.48, i ial). S ill, he boys had a significan ly la e bed ime han he gi ls (21:53 ± 2:08
s. 21:34 ± 2:14, p = 0.009, PS = 0.38, i ial), and he boys had a significan ly sho e o al
sleep du a ion han gi ls (9.64 ± 0.86 s. 9.89 ± 0.87 h, p = 0.023, PS = 0.52, small) (Figu e 2).
(A) (B)
Figu e 2. Sleep habi s o he pa icipan s acco ding o gende ; (A) bed ime and (B) sleep du a ion.
No e: * p < 0.05, ** p < 0.01 = significan diffe ences be ween boys and gi ls.
Finally, co ela ions be ween he PA and sleep i ems we e calcula ed, and no signifi-
can co ela ions be ween he PAQ-C o al sco e and any o he sleep habi i ems we e
ound o all pa icipan s, and nei he o he boys no gi ls ( = 0.07 o 0.11, p > 0.05).
4. Discussion
The main goals o his s udy we e o desc ibe he PA and sleep habi s o 8–12-yea -
old child en acco ding o hei gende and o e alua e he ela ionship be ween PA and
sleep habi s. One o he main con ibu ions o his esea ch is he desc ip ion o heal hy
habi s and p e e ences acco ding o he gende o he child en, since he s udy ocused on
he diffe ences be ween boys and gi ls. In addi ion, as a as we know, ew s udies ha e
Figu e 2. Sleep habi s o he pa icipan s acco ding o gende ; (A) bed ime and (B) sleep du a ion.
No e: * p< 0.05, ** p< 0.01 = signi ican di e ences be ween boys and gi ls.
Finally, co ela ions be ween he PA and sleep i ems we e calcula ed, and no signi ican
co ela ions be ween he PAQ-C o al sco e and any o he sleep habi i ems we e ound o
all pa icipan s, and nei he o he boys no gi ls ( = 0.07 o 0.11, p> 0.05).
4. Discussion
The main goals o his s udy we e o desc ibe he PA and sleep habi s o 8–12-yea -old
child en acco ding o hei gende and o e alua e he ela ionship be ween PA and sleep
habi s. One o he main con ibu ions o his esea ch is he desc ip ion o heal hy habi s
and p e e ences acco ding o he gende o he child en, since he s udy ocused on he
di e ences be ween boys and gi ls. In addi ion, as a as we know, ew s udies ha e
Heal hca e 2024,12, 1400 9 o 13
analysed heal h habi (i.e., PA and sleep) di e ences be ween boys and gi ls in school-
age child en. In gene al, he boys we e mo e physically ac i e han he gi ls, and hey
accumula ed highe PA le els du ing school ecess, du ing he a e noon, and du ing he
weekends compa ed o he gi ls. Fu he mo e, he boys wen o bed signi ican ly la e and
slep ewe hou s pe o al sleep du a ion pe nigh han he gi ls. These esul s may help
in designing speci ic in e en ions o imp o e PA and sleep habi s acco ding o gende .
Regula PA du ing childhood is associa ed wi h be e heal h and de elopmen [
9
,
12
]
as well as wi h be e PA habi s du ing adul hood [
4
]. The PA habi s esul s o he p esen
s udy showed a medium PA le el o he child en (2.54/5 poin s), meaning ha some o
hem did no ollow he PA in e na ional guidelines [
8
]. These esul s a e in line wi h
p e ious esea ch ca ied ou in o he coun ies ha had shown ha be ween 23% and 33%
o school-age child en do no mee PA ecommenda ions [
5
,
8
,
13
]. I we ocus on he esul s
ob ained in o he egions o Spain, Pano-Rod iquez e al. [
26
] also ound a medium PA
le el (3.0/5 poin s) in a simila s udy ca ied ou wi h 954 child en in Ca alonia. In he
p esen s udy, he mos -p ac iced PAs by child en we e walking, unning, oo ball, and
baske ball, while he leas -p ac iced we e canoeing, badmin on, and ae obics. Ou esul s
a e pa ially in line wi h he esul s epo ed by Ba ja-Fe nández e al. [
39
] and A ce-La oy
e al. [
40
], who ound ha he mos -p ac iced PAs by school-age child en we e walking,
ae obics, cycling, and walking, and walking, unning, and oo ball, espec i ely. Mo eo e ,
when we ocused on he momen he child en achie ed he mos PA du ing he week, ou
esul s a e in line wi h p e ious esea che s who concluded ha child en we e mos ac i e
du ing physical educa ion lessons and school ecess [40].
Taking all o his in o accoun , i is clea ha he e is a need o inc ease child en’s PA
le els. Fu he mo e, despi e walking, unning, oo ball, and baske ball being he mos -
p ac iced ac i i ies, i migh be necessa y o os e some o he kinds o ac i i ies ha ha e
se e al bene i s o child en. Fo example, ac i i ies in ol ing body exp ession ha e been
shown o be bene icial o cogni i e unc ions in child en o his age [
11
]. Con e sely,
i could be in e es ing o a icula e school in e en ions o inc ease PA du ing physical
educa ion lessons and school ecess, as well as aising awa eness among amilies abou he
bene i s o PA o help child en achie e he ecommended PA le els.
E en i p e ious esea che s concluded ha many child en do no a ain he ec-
ommended daily PA le els, s udies ha ocused on di e ences acco ding o gende a e
sca ce [
27
]. In his s udy, he o e all esul s o ou gende analysis showed signi ican
di e ences be ween boys and gi ls in PA le els, wi h boys sco ing highe han gi ls. Like-
wise, boys accumula ed highe PA le els du ing school ecess, du ing he a e noon, and
du ing he weekends. Ou esul s a e in line wi h p e ious s udies ha sugges ed ha
p ima y school boys a e mo e physically ac i e han gi ls [
26
,
27
]. Wi h a s udy conduc ed
in Ca alonia, Pano-Rod iguez e al. [
26
] also ound signi ican di e ences be ween boys’
and gi ls’ o al PA habi s measu ed wi h he PAQ-C; he boys we e signi ican ly mo e
ac i e han he gi ls. The p esen s udy also showed ha he boys p ac iced mo e in-line
ska ing, ska eboa ding, jogging, unning, cycling, and oo ball han hei coun e pa s,
while he gi ls p ac iced signi ican ly mo e skipping and dance han boys. Ou esul s
ega ding PA p e e ences in child en a e pa ially in line wi h some p e ious esul s abou
PA p e e ences in adolescen s, which showed ha boys p e e ed eam spo s such as
socce , while adolescen gi ls showed p e e ences o inac i i y, indi idual spo s, o a is ic
ac i i ies like dance [
41
–
43
]. The di e ences in PA le els and p e e ed ac i i ies be ween
boys and gi ls could be due o psychosocial ac o s [
27
]. Addi ionally, some esea che s
like Á alos-Ramos e al. [
41
] ha e iden i ied ce ain s e eo yped pa e ns conce ning spo s
selec ed based on gende . I may be necessa y o modi y hose s e eo ypes and encou age
boys and gi ls o p ac ice mo e di e se ac i i ies, as a ied PA p ac ice can b ing g ea e
e ec s o child en’s de elopmen and heal h [
11
]. Fu he mo e, aking in o accoun ha
he gi ls seemed o p ac ice less PA du ing he a e noons and weekends in his s udy,
ins i u ions and en i ies should conside policies ha encou age gi ls o p ac ice PA du ing
hese pe iods.
