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50 STEM Activities for Kids of All Ages and Interests

Inspire the innovators of tomorrow.

These days, STEM learning is more important than ever. Science, technology, engineering, and math are the keys to many modern careers, so a good grounding in them from an early age is a must. The best STEM activities for kids are hands-on, leading students to cool innovations and real-world applications . Here are some of our favorites, with challenges and experiments that will really get kids thinking about how STEM plays a part in their everyday lives.

Want some quick challenges to try with elementary students? Get free printable stem challenge cards for grades K-5:

• Kindergarten STEM Challenges
• First Grade STEM Challenges
• Second Grade STEM Challenges
• Third Grade STEM Challenges
• Fourth Grade STEM Challenges
• Fifth Grade STEM Challenges

For more STEM activities for kids across a range of subjects, take a look at these ideas.

1. Add STEM bins to your classroom

STEM Focus: Science, Technology, Engineering, Math

Prepare for a wide variety of STEM activities for kids with these cool bins. Incorporate them into literacy centers, create a makerspace, and offer early finishers fun enrichment ideas. Learn how to create and use STEM bins.

2. Conduct an egg drop

STEM Focus: Engineering

This is one of those classic STEM activities every kid should try at least once. Kids can do it at any age, with different materials and heights to mix it up.

Learn more: Egg Drop at Buggy and Buddy

3. Engineer a drinking straw roller coaster

This is such a fun way to encourage engineering skills! All you need are basic supplies like drinking straws, tape, and scissors.

Learn more: Straw Roller Coaster at Frugal Fun for Boys and Girls

4. Find ways to slow soil erosion

STEM Focus: Science (Ecology), Engineering

Compare the effects of “rain” on hills of bare soil vs. those covered with grass. Have your 3rd grade science students predict which they think will stand up to erosion better and then test their hypotheses.

Learn more: Erosion Experiment at Third Grade Thinkers

5. Simulate an earthquake

The ground under our feet may feel solid, but an earthquake changes that pretty quickly. Use Jell-O to simulate the earth’s crust, then see if you can build an earthquake-proof structure.

Learn more: Earthquake Science at Teaching Science

6. Stand up to a hurricane

In a hurricane zone, houses must be able to stand up to strong winds and possible flooding. Can your students design houses that make it safer to live in these dangerous areas?

Learn more: Hurricane Houses at Carly and Adam

7. Create a new plant or animal

STEM Focus: Science (Biology)

Kids will really get into this project, indulging their creativity as they invent a plant or animal that’s never been seen before. They’ll need to be able to explain the biology behind it all, though, making this an in-depth project you can tailor to any class.

Learn more: Create a Creature at I Love 2 Teach

8. Design a helping hand

STEM Focus: Technology, Engineering

This is a great group science project. Students hone their design and engineering skills to make a working model of a hand. For a more advanced activity, challenge students to build a robotic hand that can be controlled remotely.

Learn more : Model Hand at Mombrite

9. Understand the impact of non-renewable resources

STEM Focus: Science (Environmental Science)

Discuss the differences between renewable and non-renewable resources, then have your class form “companies” to “mine” non-renewable resources. As they compete, they’ll see how quickly the resources are used. It’s a great tie-in to energy conservation discussions.

Learn more: Energy Resources at The Owl Teacher

10. Devise an amazing marble maze

Marble mazes are one of students’ favorite STEM activities! You can provide supplies like straws and paper plates for their project. Or let them use their imaginations and create marble mazes from any materials they can think of.

Learn more: Marble Maze on Raising Lifelong Learners

11. Fly clothespin airplanes

STEM: Engineering

Ask students what they think the airplane of the future might look like. Then, provide them with clothespins and wood craft sticks, and challenge them to build a new kind of airplane. Bonus points if it can actually fly!

Learn more: Clothespin Airplane at STEAMsational

12. Launch a catapult cannon

Catapult STEM challenges are always fun, but this one adds a new twist that allows kids to launch objects much farther than the usual wood craft stick version!

Learn more: Catapult Cannon and STEAM Powered Family

13. Bounce on a trampoline

Kids love bouncing on trampolines, but can they build one themselves? Find out with this totally fun STEM challenge.

Learn more: Trampoline Challenge at Student Savvy

14. Build a solar oven

STEM Focus: Science, Engineering

Learn about the value of solar energy by building an oven that cooks food without electricity. Enjoy your tasty treats while discussing ways we can harness the energy of the sun and why alternative energy sources are important.

Learn more: Solar Oven at Desert Chica

15. Build a snack machine

Incorporate everything students learn about simple machines into one project when you challenge them to build a snack machine. Using basic supplies, they’ll need to design and construct a machine that delivers snacks from one location to another.

Learn more: Snack Machine at Left Brain Craft Brain

16. Recycle newspaper into an engineering challenge

It’s amazing how a stack of newspapers can spark such creative engineering. Challenge students to build the tallest tower, support a book, or even build a chair using only newspaper and tape.

Learn more: Newspaper STEM Challenges at STEM Activities for Kids

17. Design a biosphere

This project really brings out kids’ creativity and helps them understand that everything in a biosphere is really part of one big whole. You’ll be overwhelmed by what they come up with!

Learn more: Biosphere Project at Laney Lee

18. See the effects of an oil spill

Learn why an oil spill is so devastating for wildlife and the ecosystem with this hands-on activity. Kids experiment to find the best way to clean up oil floating on water and rescue the animals affected by the spill.

Learn more: Oil Spill Cleanup at Kitchen Counter Chronicle

19. Assemble a steady-hand game

STEM Focus: Engineering, Technology

This is such a fun way to learn about circuits. It also brings in a bit of creativity, adding the “A” for STEAM.

Learn more: Steady Hand Game at Left Brain Craft Brain

20. Use cabbage to test pH

STEM Focus: Science (Chemistry)

Teach kids about acids and bases without needing pH test strips! Simply boil some red cabbage and use the resulting water to test various substances—acids turn red and bases turn green.

Learn more: Cabbage pH at Education Possible

21. Engineer a craft stick bridge

Here’s another one of those classic STEM activities that really challenge kids to use their skills. Build a bridge with Popsicle sticks and other materials, then compete to see which can bear the most weight.

Learn more: Bridge Challenge at Mommy Evolution

22. Forage and build a bird nest

STEM Focus: Science (Biology), Engineering

Birds build incredibly intricate nests from materials they find in the wild. Take a nature walk to gather materials, then see if you can build a sturdy, comfy nest of your own!

Learn more: Build a Bird Nest at Kids Craft Room

23. Drop parachutes to test air resistance

Use the scientific method to test different types of material and see which makes the most effective parachute. Your students also learn more about the physics behind air resistance.

Learn more: Parachute Challenge at Education.com

24. Find the most waterproof roof

Calling all future engineers! Build a house from LEGO, then experiment to see what type of roof prevents water from leaking inside.

Learn more: Waterproof Roof at Science Sparks

25. Build a better umbrella

Challenge students to engineer the best possible umbrella from various household supplies. Encourage them to plan, draw blueprints, and test their creations using the scientific method.

Learn more: Better Umbrella at Raising Lifelong Learners

26. Go green with recycled paper

STEM Focus: Science (Ecology)

We talk a lot about recycling and sustainability these days, so show kids how it’s done! Recycle old worksheets or other papers using screen and picture frames. Then, ask kids to brainstorm ways to use the recycled paper.

Learn more: Recycled Paper at Undercover Classroom

27. Brew up your own slime

Chances are good your students already love making and playing with slime. Turn the fun into an experiment by changing the ingredients to create slime with a variety of properties—from magnetic to glow-in-the-dark!

Learn more: Slime Experiments at Little Bins for Little Hands

28. Create a taxonomy system

Students can step into Linnaeus’ shoes by creating their own system of taxonomy using a handful of different dried beans. This is a fun science project to do in groups, so students can see the differences between each group’s system.

Learn more: Classification Systems at Our Journey Westward

29. Find out which liquid is best for growing seeds

As you learn about the life cycle of plants , explore how water supports plants’ growth. Plant seeds and water them with a variety of liquids to see which sprout first and grow best.

Learn more: Plants and Liquids at Lessons for Little Ones

30. Create giant bubbles

It’s easy to mix your own soap bubble solution with just a few ingredients. Let kids experiment to find the best proportion of ingredients to create giant bubbles, long-lasting bubbles, and other variations.

Learn more: Giant Soap Bubbles at Make and Takes

31. Make compost in a cup

This is an easy science activity, and you can turn it into a science fair project by experimenting with different mixtures, layering, and conditions for your compost cups.

Learn more: Compost Cups at The Happy Housewife

32. Help monarch butterflies

You may have heard that monarch butterflies are struggling to keep their population alive. Join the fight to save these beautiful bugs by planting your own butterfly garden, monitoring monarch populations, and more. Get all the info you need at the link.

Learn more: Monarch Education at Monarch Watch

33. See water pollution in action

STEM Focus: Science (Environmental Science, Chemistry, Biology)

Learn about the challenges of cleaning up polluted water sources like rivers and lakes with this interesting outdoor science activity. Pair it with a visit to a local water treatment plant to expand the lesson.

Learn more: Water Pollution at JDaniel4’s Mom

34. Test your local water quality

STEM Focus: Science (Chemistry, Environmental Science)

Once you’ve “cleaned up” your water, try testing it to see how clean it really is! Then head out to test other types of water. Kids will be fascinated to discover what’s in the water in their local streams, ponds, and puddles. Student water-testing kits are readily available online.

Learn more: Water Quality Experiment at The Homeschool Scientist

35. Explore with an edible Mars Rover

STEM Focus: Science (Space), Engineering

Learn about the conditions on Mars and the tasks the Mars Rover will need to complete. Then, give kids supplies to build their own. (Add to the challenge by making them “buy” the supplies and stick to a budget, just like NASA!)

Learn more: Edible Mars Rover at Library Makers

36. Bake the best potato

STEM Focus: Science (Physics)

This edible science project is a nutritious way to explore the scientific method in action. Experiment with a variety of methods for baking potatoes—microwaving, using a traditional oven, wrapping them in foil, using baking pins, etc.—testing hypotheses to discover which works best.

Learn more: Potato Science at Left Brain Craft Brain

37. Waterproof a boot

Ask kids to select various materials and tape them over the free boot printable. Then, test their hypotheses to see which ones work best.

Learn more: Waterproof a Boot at Science Sparks

38. Determine the best way to melt ice

Conventional wisdom says we sprinkle salt on ice to melt it faster. But why? Is that really the best method? Try this science experiment and find out.

Learn more: Melting Ice at The Chaos and the Clutter

39. Don’t melt the ice

We spend a lot of time in winter trying to get rid of ice, but what about when you don’t want the ice to melt? Experiment with different forms of insulation to see which keeps ice frozen the longest.

Learn more: Ice Insulation at Frugal Fun for Boys and Girls

40. Build a straw house

Grab a box of straws and a package of pipe cleaners. Then task kids with designing and building their dream house, using only those two items.

Learn more: Building a Straw House at Deceptively Educational

41. Design a balloon-powered car

Explore the laws of motion and encourage creativity when you challenge students to design, build, and test their own balloon-powered cars. Bonus: Use only recycled materials to make this project green!

Learn more: Balloon-Powered Car at One Little Project

42. Learn map skills by designing an amusement park

STEM Focus: Science (Physics), Technology, Engineering, Math

For this cross-curricular activity, students investigate the parts of a map by creating an amusement park. After they create their map, they do a detailed drawing and write about one of their ride designs. Then they design an all-access park pass. So many STEM activities in one! Find out more about it here.

43. Reach for the ceiling

Round up all your building blocks and try this whole-class project. What will students need to do to be able to construct a tower that reaches all the way to the ceiling?

Learn more: Block Tower at Mama Smiles

44. Cast a tall shadow

STEM Challenge: Science (Physics)

Here’s another tower-building challenge, but this one’s all about shadows! Kids will experiment with the height of their tower and the angle of their flashlight to see how tall of a shadow they’re able to cast.

Learn more: Shadow Towers at No Time for Flash Cards

45. Devise a recycled toy bot

These adorable toy bots are made from pool noodles and recycled electric toothbrushes. So clever! Kids will have fun designing their own, plus they can tweak this idea to make other fun wiggling toys.

Learn more: Recycled Toy Bot at Artsy Momma

46. Link up the longest paper chain

This incredibly simple STEM activity really gets kids thinking. The challenge? Create the longest-possible paper chain using a single piece of paper. So simple and so effective.

Learn more: Paper Chain Challenge at Frugal Fun for Boys and Girls

47. Find out what you can make from a plastic bag

STEM Focus: Science (Environmental Science), Engineering

Plastic bags are one of the most ubiquitous items on the planet these days, and they’re difficult to recycle. Give each student a plastic bag and ask them to create something new and useful. ( These ideas from Artsy Craftsy Mom offer some inspiration. )

48. Start a school robotics team

STEM Focus: Technology

Coding is one of the most valuable STEM activities you can include in your classroom plans. Set up a school robotics club and inspire kids to embrace their newfound skills! Learn how to set up your own club here.

49. Embrace the Hour of Code

The Hour of Code program was designed as a way to get all teachers to try just one hour of teaching and learning coding with their students. Originally, the Hour of Code event was held in December, but you can organize yours any time . Then, continue to learn using the huge amount of resources on Hour of Code’s website .

50. Give kids a Maker Cart and a pile of cardboard

You don’t need a whole lot of fancy supplies to create a STEM Cart or makerspace. Scissors, tape, glue, wood craft sticks, straws—basic items like these combined with a stack of cardboard can inspire kids to create all sorts of amazing projects! See how these STEM activities work here.

What are your favorite STEM activities for kids? Come share in the We Are Teachers HELPLINE group on Facebook .

Plus, get 20+ free stem posters for your classroom .

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Map and Compass Skills: the STEAM and Physical Education Connection

Introduction: Map and Compass Skills: the STEAM and Physical Education Connection

Developing activities that happen to involve science, art, engineering, mathematics, and/or technology may or may not align with STEAM. The correct way to develop STEAM lessons/activities/projects is to start with the standards for a particular grade level and then to develop the lesson/activity/project.

This learning project addresses the following standards:

Apply Newton’s Second Law to compass and map skills (pacing and speed).

Solve problems in ways that leverage the power of technology (declination and geocaching).

Engineering

Develop a model (3D topographic map) to generate data for testing (compass and map skills).

Organize and develop artistic ideas and work through the development of a project (3D topographic map).

Solve problems involving scale drawings of geometric figures and reproducing a scale drawing at a different scale (paper map and 3D topographic map).

Physical Education

Explains the use of Newton's Second Law to compass and map skills (pacing and speed).

Demonstrate compass and map skills (read a compass, read a map, take a bearing, follow a bearing).

Explain the strategies used in compass and map skills (route choice).

Participate in moderate to vigorous physical activity (physical activities and geocaching).

Items to mark locations (paper plate, rocks, etc.)

Compass (see step 1)

Lego 32x32 baseplate

Legos (variety of plates and bricks)

Step 1: Secure or Make a Compass

Secure a compass (photo 1)

Note : If you don't have access to a compass or compass app on your phone then you can always make a compass. Conduct a search using "make compass" at Instructables for a variety of simple ideas for making a compass out of everyday items.

Review the names of the different parts of the compass (photo 2).

Step 2: Orientate and Read a Compass

Orientate the Compass

Hold the compass steady in your non-dominant hand with the base plate level.

Hold your non-dominant hand in front of your body near your stomach.

Read the Compass

Position the "N" with the travel arrow.

Turn your body until the magnetic needle lines up with the travel arrow (you are facing north).

Physical Experience

Experiment with positioning directions with the travel arrow.

Turn your body until the magnetic needle lines up with the travel arrow.

Step 3: Get Map and Mark It

• Go to USGS Topographic Maps ( https://www.usgs.gov/products/maps/topo-maps )
• Select a map that has a variety of elevations
• Download the map (downloading is free)
• Select a four segments area
• Print the map

Mark it to Scale

Draw a 32x32 grid (see photo 1) over the map. The actual scale for these USGS Topographic Maps are marked on them. This scale says 1" equals 63,360" or 5280 feet or 1760 yards.

Note 1 : I printed my map at 6" x 6" and my horizontal and vertical lines were at 1/16" (.1875") intervals to match 32x32 grid.

Note the Altitude

Label each cell on the topographic map with the altitude (I abbreviate 3000 as 30, 2100 as 21), so that the numbers would fit in the cells (see photo 2).

Step 4: Create a 3D Topographic Map

The 3D Topographic Map (photos 1-7) is made out of legos. Start with a 32x32 baseplate. Note the lowest point on the topographic map (mine is 1900') and the highest point (3300'). 1900' is at the baseplate and every 100 feet in elevation adds 1 plate. The high point is 14 plates high. Remember one brick is 3 plates, so bricks also may be used. I used the trans plate (see photo 8) to mark the north west corner of the topographic map.

The representation of the 3D Topographic Map, for our purposes, is 3200 feet by 3200 feet so that the distance between any two horizontal/vertical lego studs is 100 feet.

Step 5: Determine and Set Declination on the Compass

Maps show true north or map north, the point at which all meridians of longitude meet in the northern hemisphere.

Compasses show magnetic north or compass north, the point at which all magnetic lines merge in the northern hemisphere.

Magnetic declination is the difference between true north and magnetic north expressed in degrees. The degrees of declination change as you move east or west. The degrees of declination are printed on the bottom of a topographic map.

For our purposes we will use the declination of our current location. My declination is 10 degrees east. Notice how I have rotated the back plate of the compass so that the direction arrow points to 10 degrees instead of 0 degrees (see photo 1).

In order to find the declination at your location, perform a Google search on declination and your location.

Step 6: Take a Bearing

Position the 3D topographic map so that its northwest corner is at the northwest point using the compass (photo 1).

Find the lowest and highest elevation on the paper map.

Locate the lowest and highest elevation on the 3D topographic map.

Take a bearing on the highest point from the lowest point.

• Stand so that the compass is over the lowest point.
• Position the compass facing the highest point (see photo 2).
• Match the magnetic arrow with the baseplate arrow (see photo 3).
• Read the bearing at the travel arrow.

Practice using other locations on the map.

Step 7: Determine Pacing

Mark off 100 feet.

Start at one end and walk naturally to the other end.

Be sure to walk in a straight line.

Repeat three times

Count the number of paces each time.

Average the number of steps to determine your pace.

Calculate the distance between the lowest point and the highest point. For example, if there is a distance of 12 studs horizontally and 12 studs vertically - the distance is 24 studs or 2400 feet.

Calculate the number of steps that you would be required to walk to cover the distance. For example, is you your pace was 50 steps for 100 feet then 50 X 2400 = 120,000 steps.

Step 8: Follow a Bearing

Rotate the dial so that the bearing (see photo 1 - 200 degrees) is lined up with the travel arrow.

Rotate your body so that the magnetic arrow is matched to the arrow on the baseplate.

Walk forward.

Step 9: Route Selection

It is often better to go a little out of the way on a flat path than to move in a straight line.

For the start and finish (see photo 1) example, it would be better to go around the mountain instead of over the mountain.

In this example, the route should be mapped out on the paper topographic map. Specific points along the way should be noted and bearings determined. Then, as you travel keep taking new bearings in order to follow the route.

Step 10: Orienteering Activities

The activities below may be completed using your 3D topographic map or physically practiced at home.

Follow Bearings

Select a start position (on the 3D topographic map or near your home).

Take a 60 degree bearing.

Walk 10 steps.

Take a 30 degree bearing.

Walk 15 steps.

Take a 40 degree bearing.

Walk 20 steps.

What is the relationship between where you started and where you finished?

Orienteering Route

Mark four paper plates or other objects (small pieces of paper) with 1, 2, 3, 4.

Create a route by laying out the paper plates on the ground near your home or the small pieces of paper on your 3D topographic map.

Record the bearings from start to number 1, number 1 to number 2, number 2 to number 3, number 3 to number 4, and number 4 to the finish on a sheet of paper.

Partially cover the paper plates or pieces of paper.

Have a partner complete the route or even complete your own route.

Geocaching is an activity where folks leave small prizes at various locations which are noted online at:

https://www.geocaching.com/play

Find a prize at a location near you.

Use a map to determine the exact location for the prize.

If the opportunity presents itself, go in search of the prize.

Participated in the Back to Basics Contest

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STEM Education in Physical Education

Physical Education (PE) provides learners with essential lifelong experience for whole-person development.  Not only it develops learners' physical competence and health fitness, but also provides a blended learning and teaching environment to actualise "STEM" concepts through various physical and sports activities.  Learners are encouraged to strengthen their integration and application of knowledge and skills so as to nurture their curiosity in learning, creativity and innovation, and develop critical thinking, collaboration and problem solving skills, which are the essential skills and qualities required in the 21 st Century.

Physical and sports activities involve techniques that required a coordination of movements performed by various parts of the body.  Coordination of body movement and skills efficiency can be improved and enhanced with the combination of scientific, technological and mathematical knowledge.  To evaluate the performance status and exercises intensity among learners, tracker device such as heart rate monitor can be applied with the support of different apps. 

Taking basketball as an example, the shooting angle that a ball takes in route to the basket is determined by the force and angle applied by a player’s fingertips upon release. The greater the parabolic arc, the better the chance that the ball will go in the net. Player can capture the movement and undergo movement analysis through apps for skills enhancement.

Other examples include:

Reference materials:

l   Promotion on STEM Education – Unleashing Potential in Innovation

- Professional Development Programme

Title: The Incorporation of PE and STEM Education

• Infusing STEM Education Related Elements for Enhancing Motor and Sports Skills in PE
• Applying Coding Related Elements in Physical Activities
• School’s Sharing

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STEM in the Gym: How Robots can Teach Physical Education

We think of STEM education taking place in science class, in the math classroom, in a computer lab. However, we use STEM concepts in all areas of our lives - why not bring STEM into Physical Education ? By integrating STEM into different content areas, such as P.E., students are encouraged to build the skills they need to be successful in the 21st century and enthusiasm for the class will skyrocket!

We interviewed two of our Sphero Heroes Marcus and Wayne who are P.E. teachers in Australia. Below is a compilation of their best tips, advice, and activities. 

How to Adopt STEM in Physical Education

Siloing of subjects:.

Subjects are so often taught in blocks throughout the day without any connections between them. Students may not realize that the skills they are using in literacy are also needed in science. For students to truly have a well-rounded education, they need to see that what they are learning in one classroom translates to many other facets of their day. By bringing Sphero into P.E., our Heroes are doing just that. Students are not only able to focus on moving their bodies but are able to collect and analyze real data, use the engineering design process to problem-solve and deepen their understanding of concepts such as direction and distance. All of these are skills that students can put into practice in math, science, and clearly, P.E.!

“ Teachers can engage students to achieve greater outcomes as we are connecting to different content areas.” - Marcus Panozzo, P.E. Teacher at Dallas Brooks Community Primary School, Dallas, Australia

Student outcomes: 

Beyond mathematical and engineering concepts, by incorporating STEM into P.E., students are building so many transferable skills that they will use throughout their lives. Students are able to work in teams or small groups to design, test, and refine their games, which encourages them to communicate clearly with one another and build a collaborative environment. Additionally, they are problem-solving issues that may arise in their designs. By allowing student voice and choice in the classroom, students are able to unleash their creativity and natural curiosity. 

“ With a focus on student voice and choice, the students work in pairs or small groups, design their games, gather their materials, build their games, give them a test run, refine and then play.” - Wayne Schultz, P.E. & Sport Teacher, Roxburgh Park Primary School, Roxburgh Park, Australia

Engagement/Excitement:

Bringing STEM into P.E. is a great way to take engagement to another level. Our Heroes have found that while almost all students tend to be excited to engage in STEM activities in the classroom, students who have had past experiences tend to be the most excited. By incorporating STEM into P.E., there is greater opportunity for students who are unable to participate traditionally to continue building  confidence and competence  toward Physical Literacy. If kids see a connection between coding and P.E., they are more likely to respond in a positive way to movement. Of course, this can go the opposite way as well, allowing students who don’t see themselves as scientists to find an entry point into STEM.

Tips from our Sphero Heroes: 

Interested in bringing STEM into your gym? Marcus and Wayne have some great suggestions, from bringing your administration on board to managing diverse groups of students. 

Tip 1: When approaching your school leaders, make sure that you highlight the fact that students are practicing transferable skills by applying them in a new environment. This means that by having STEM in P.E., you are supporting other disciplines. 

Tip 2: Consider having roles for students as they work through their projects. Also, try to give opportunities for students to be the teachers - use their expertise!

Tip 3: Make sure you explain the “why” in your activities. Students are less likely to be resistant if they understand how the activities in P.E. relate to other areas of their lives. 

Tip 4 : With Sphero, it is easy to differentiate for multiple grade levels! Consider the draw or drive feature in the Sphero Play app for younger students, while using block coding in Sphero Edu for older kiddos. 

Activity ideas:

There are so many great ideas that our Sphero Heroes have brought into their Physical Education classes! Try these suggestions to boost engagement with your activities:

• Target Games, with a connection to Lawn Bowls, Golf, or Bowling.
• Catching Games using the LED features on BOLT.
• Olympic-style events and sports in which Sphero competes in events.
• Use Sphero to investigate push and pull concepts.
• Striking and Fielding Games, with a connection to Cricket, Softball and Baseball with field placement strategies.
• Water Safety, where Sphero swims between the flags, performs rescues and creates patterns to move out of rips.

When it comes to STEM education, the possibilities are endless. It is time to take STEM education out of the science lab and into other areas of school, or even take it home. Whether you are looking to incorporate new technologies into your classroom, make connections between disciplines, boost student engagement, or get moving in the living room, Sphero is here to help.

Special thanks to Sphero Heroes Marcus and Wayne for taking the time to share their amazing classroom innovations.

Have your own great STEM ideas to share? Join the Sphero community forum to connect with us and fellow educators.

Opinions expressed by Sphero.com contributors are their own.

Written by:

Emily Collom

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Embracing the STEAM Approach in Physical Education

As a means of illustrating my point, for this blog I have chosen to interview a high school physical education teacher who teaches at The STEAM Academy in Lexington, KY. Jordan Manley is a graduate of the University of Kentucky and has been teaching for three years. I have had the opportunity to see Jordan grow from student in his first pedagogy class to thriving colleague with a relentless desire to improve all for the betterment of students. I proposed some questions to Mr. Manley and this is our conversation.

PE and STEAM Interview with Mr. Manley

Beighle: From your perspective, what is the purpose of PE ?

Manley: The purpose of Physical Education is to connect students with the necessary information, skills, and experiences that will empower them to live healthy and active lifestyles. This is accomplished through several pathways:

• Meaningful relationships
• Authentic learning experiences
• Student voice and choice
• High expectations

Beighle : I like the word “connect” here. Are these pathways specific to your school?

Manley: Not necessarily. Some of these themes are apparent in the STEAM Academy mission statement, but I’ve developed these specifically for my classroom from the Educator Competencies for Personalized and Learner-Centered Teaching.

These competencies discuss the why and the how behind the student-centric classroom . The next generation of learners in our world have needs that differ by degree and by kind compared to our needs as students when we were in school. All teachers know and understand that we have to adapt our practice as our student body evolves throughout the years.

I believe that secondary physical education plays a major role in the future of education. Students have so much access to information through their personal devices. As educators we must help them navigate the digital world to connect them with the appropriate resources that will help them be healthy and active for the rest of their lives.

What is STEAM?

Beighle: What does STEAM mean to you?

Manley: To me, STEAM goes beyond Science, Technology, Engineering, Arts, and Math. STEAM is less in reference to WHAT we learn and more in reference to HOW we learn.

Beighle: I think so many times we hear STEAM and think subjects and content, as opposed to an approach to teaching and learning.

Manley: Our school places a lot of emphasis on deeper learning, specifically through Project Based Learning and inquiry. We are heavily involved with the process of gaining understanding through doing. We want our students to get as much authentic, hands-on experience as possible before their junior/senior year, which is when hopefully they are taking dual-credit classes and participating in half-day internships. We want our students to be college and career experienced before they walk across the graduation stage.

How does PE fit within STEAM?

Beighle: How does physical education fit into this approach?

Manley: Physical Education is not exempt from this expectation. Each semester students are tasked with answering complex questions in all of their classes, and I think that my Wellness classes have the most authentic questions to face out of all of the classes in my building.

Beighle: What types of questions are you referring to?

Manley: The complex questions that our world is currently facing.

What happens when our health care system collapses under the massive financial load that obesity and diabetes creates? Currently, 1 in every 3 American adults is overweight and 1 in every 8 American Adults is obese. This is authentic and interesting to students, and they are going to be the professionals in the field in 10-15 years. They need to start attacking this idea now.

In 2018, we have access to an incredible amount of information. Why do preventable, chronic diseases (Cardiovascular Disease, Diabetes, and Obesity) still plague our country and world?

These questions are complex and open-ended. There is so much research to be done here. These are the questions that I lose sleep over, and I think it is incredibly valuable to have students contemplating these issues as well.

Again, all of this goes back to meeting these students where they are. School must be engaging now more than ever. Students have 100 other things to spend their attention on every day. It is my goal to make my Physical Education class one of the things that they spend their attention on.

Beighle: Wow “ Students have 100 other things to spend their attention on every day. It is my goal to make my Physical Education class one of the things that they spend their attention on .” What a mission statement for physical education.

Intertwining PE and STEAM

Beighle: How do you mesh PE and STEAM?

Manley: I mesh PE with the STEAM concept by integrating Project Based Learning and inquiry learning strategies into my classes. Students explore deep questions and create products that will eventually be a showcase of their learning in my class. Through the student-led development of open-ended questions, students take ownership of their learning and their products which are a showcase of their learning. Authenticity and student ownership of learning are two major components of a PE program that is going to help students live healthy and active lifestyles after their high school career.

Beighle: Can you provide some examples of how this meshing takes place in your classes?

Manley: This meshing plays out in a few different ways. Some days classes are dedicated to exploring the science behind exercise. These lessons include topics from biomechanics, exercise physiology, sports nutrition, and modern-day fitness technology. We do activities where students calculate acceleration, speed, and power. Our students create seminars about how to fuel the body for exercise. These are more standalone lessons than units for me.

An example of a unit that I lead to integrate Project Based Learning into PE would be the CYO Game Unit. Throughout the semester we learned the skills, rules, and strategies for a variety of games (Kanjam, Spikeball, Badminton, etc.). Instead of giving a final exam for PE, I have created an alternative, project-based assessment. Students are tasked with creating their own game using only three criteria. The game must be innovative, inclusive, and inexpensive .

Beighle: Why these criteria?

Manley: Because physical activity does not have to be expensive, it should not be exclusive, and it should always be fun. Students need to just play. At home, at the park, and in the pool students must remember that physical activity is for everybody. I want innovation, because it is very easy for students to make a different version of the basketball game ‘HORSE.’ That can be done in five minutes. The real question is, can you take the elements of game that we have highlighted throughout the semester to create something new? Eventually, I’d like to think I have enough student-created content to publish a book about Personalized, Student-Centered learning in Secondary Physical Education.

Beighle: Personalized, Student-Centered learning in Secondary Physical Education. What a great resource that would be.

Manley: Through this experience students must learn about the elements that make games ‘good.’ Students select equipment, create rules and scoring criteria, and students test the game extensively with other classmates to give and receive feedback. Within a week, we usually have five new games that are exciting and new.

Beighle: I highlighted one of these games, Five Passes, in a previous blog . It’s pretty powerful when students see their peers play the game they created.

Beighle: Can you sum up the relationship between STEAM and physical education… in three words?

Manley: Vital, Authentic, and Innovative

Jordan can be reached at:  [email protected] or @STEAMWellness on Twitter

5 Responses

Do you have ideas for grades 4th and 5th?

Thank you for the question. As Jordan said in the interview, I think the key is to focus on how students are learning, specifically problem solving and asking questions. In a previous blog I gave the idea of students creating their own games to solve a specific “problem” or meet given criteria. I have done this with 4th and 5th graders and they love it. Provide specific equipment or specific concepts (e.g. the activity must include different speeds or a hockey stick used in some way other than hockey). This allows students to apply concepts and skills to solve a problem while being creative. Work with other teachers who are teaching math concepts or science concepts. Friction can be tied to physical education in many ways. Force is also present in most activities. I hope this helps.

Great work! Keep pushing for health and PE for our kids in school!

What a neat way to integrate STEM/STEAM with PE! My kindergarten through fifth grade students would be extremely excited to invent new games and/or activities and see their peers participating and enjoying the game or activity they created. Also, I think all the students would be involved.

Thanks for reading Lesley! It is amazing how creative students can get and think of things we would have never dreamed of without their help. Good luck and let us know how it goes!

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• Making Changes in ECE
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• Advancing Farm to ECE
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• High-Impact Obesity Prevention Standards

HIOPS for Physical Activity

What to know.

Embedding high-impact obesity prevention standards (HIOPS) into policies and activities in early care and education settings can affect the health and well-being of millions of young children. Of 47 HIOPS, 11 standards support physical activity.

Physical activity

Of 47 HIOPS , these 11 standards support physical activity in early care and education settings.

• Provide children with adequate space for both inside and outside play.
• Provide orientation and annual training opportunities for caregivers/teachers to learn about age-appropriate gross motor activities and games that promote physical activity.
• Develop written policies on the promotion of physical activity and the removal of potential barriers to physical activity participation.
• Require caregivers/teachers to promote children's active play and participate in active games at times when they can safely do so.
• Do not withhold active play from children who misbehave.
• Provide daily for all children, birth to 6 years, 2 to 3 occasions of active play outdoors, weather permitting.
• Allow toddlers 60 to 90 minutes per 8-hour day for moderate to vigorous physical activity.
• Allow preschoolers 90 to 120 minutes per 8-hour day for moderate to vigorous physical activity.
• Provide daily for all children, birth to 6 years, 2 or more structured or caregiver/ teacher/ adult-led activities or games that promote movement over the course of the day—indoor or outdoor.
• Ensure that infants have supervised tummy time every day when they are awake.
• Use infant equipment, such as swings, stationary activity centers, infant seats, and molded seats, only for short periods, if at all.

Background: National Resource Center for Health and Safety in Child Care and Early Education .

Early Care and Education

Early care and education practices can support healthy eating and physical activity when children are young and perhaps for a lifetime.

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More From Forbes

7 easy ways to reduce negativity and add more positivity to your life.

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Enjpy more positivity

By Nancy F. Clark

It's easy to become overwhelmed by negativity, but nurturing positivity is essential for overall well-being and happiness. Here are 7 effective ways to reduce negativity and add more positivity into your life.

1. Practice Gratitude

Gratitude is a powerful antidote to negativity. By focusing on what you're thankful for, you shift your attention away from what's going wrong to what's going right. Gratitude can be as simple as seeing a beautiful sunset, a compliment from a coworker, or having a delicious meal. This practice rewires your brain to recognize and appreciate positive experiences, reducing the impact of negative thoughts. This practice rewires your brain to recognize and appreciate positive experiences, reducing the impact of negative thoughts.

2. Surround Yourself with Positive Influences

The people you spend time with greatly influences your outlook on life. Surround yourself with positive, uplifting people who inspire and encourage you. These people can be friends, family, or coworkers who bring out the best in you. Limit time with those who are consistently negative or drain your energy. When you must be around a negative coworker, I advise you to start a new habit of not letting it affect you as much as it did in the past. Pretend you're patting yourself on the back for this positive new habit!

3. Engage in Regular Physical Activity

Exercise is not just good for your physical health, it also has a positive effect on your mental well-being. Physical activity releases endorphins, which are chemicals in the brain that act as mood elevators. Physical activity also reduces your body's cortisol, which is the stress chemical. Whether it’s a daily walk or a gym workout, find an activity that you enjoy and make it a regular part of your week. Not only does exercise reduce stress and anxiety, but it also boosts self-esteem and energy levels, contributing to a more positive, and less negative, outlook on life.

‘Ghost Of Tsushima’ Is Already Flooded With Negative Reviews On Steam

Wwe smackdown results winners and grades with stratton vs belair, biden trump debates what to know as trump pushes for 2 more faceoffs, 4. practice mindfulness and meditation.

Mindfulness and meditation are effective tools for managing negativity and cultivating positivity. These practices teach you to stay present and engage with the current moment, reducing the tendency to dwell on regrets or worries. Start with just a few minutes of meditation each day, focusing on your breath or a simple mantra. There are many resources available to guide a beginner. Over time, mindfulness helps you become more aware of negative thought patterns and allows you to redirect your focus to more positive aspects of your life.

5. Cultivate a Positive Environment

Your surroundings play a crucial role in your mental state. Create a space that promotes positivity by decluttering and organizing your home or workspace. Add things that make you happy, such as plants, artwork, or photographs. In addition to your physical environment, consider the activities and hobbies you engage in. Pursue interests that bring you joy and fulfillment. Enjoying a hobby not only provides a break from daily stressors but also gives you a sense of accomplishment.

6. Limit Your Exposure to Negative Media

The media you spend time on can have a great impact on your mental health. Many news platforms focus on negative events which catch your attention and which can lead to a skewed perception of the world. Be mindful of the media you consume. Limit exposure to overly distressing news and negative social media content. Instead, seek out positive news stories and follow social media accounts that promote happiness, inspiration, and personal growth. By curating your media consumption, you can protect your mental health and foster a more positive outlook.

7. Practice Acts of Kindness

And now for my favorite practice, acts of kindness. Participating in acts of kindness not only benefits others but it also boosts your own happiness. Kindness triggers the release of serotonin, the good hormone, and strengthens social connections. Simple acts, like holding the door open for someone, offering a genuine compliment, or volunteering your time, can create a ripple effect of positivity. Think of ways you can start adding acts of kindness in your workplace. Making kindness a habit helps you focus on the good in the world and reinforces a positive self-image, contributing to a more optimistic, positive mindset.

In Conclusion

Reducing negativity and adding more positivity to your life is a process that involves conscious effort and consistency. By practicing gratitude, surrounding yourself with positive influences, engaging in regular physical activity, practicing mindfulness, cultivating a positive environment, limiting exposure to negative media, and practicing acts of kindness, you can greatly improve your positivity and outlook on life. Remember, positivity doesn’t mean ignoring life’s challenges but rather approaching them with an attitude that focuses on growth, learning, and resilience.

By implementing these strategies, you can create a more positive, fulfilling, and happy life.

Nancy F. Clark is the author of the bestseller The Positive Journal , the Founder of NancyFClark.com , and is the Curator of Forbes WomensMedia.

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• Open access
• Published: 13 May 2024

Trends of physical activity and recreational screen time among Chinese children and adolescents: a national study from 2017 to 2019

• Ming Ming Guo 1 ,
• Koon Teck Koh 2 &
• Xiao Zan Wang 1  

BMC Public Health volume  24 , Article number:  1305 ( 2024 ) Cite this article

106 Accesses

Metrics details

The prevalence of physical inactivity and sedentary behavior among children and adolescents is a growing public health concern. This study aims to examine the trends in Physical Activity (PA) and Recreational Screen Time (RST) amongst children and adolescents in China, considering variations in genders, school levels, areas (urban versus rural), and regions (north versus south). The findings provide a foundation to guide policy and strategy making for future health promotion and development.

An annual national cross-sectional survey was conducted in China from 2017 to 2019 cumulatively involving 52,503 (48% female) children and adolescents from grades 4 to 12 (aged 12.72 ± 2.12). Data on PA and RST were collected through self-administered questionnaires. Weighted least squares regression was used to analyze the trends and differences in PA and RST among the participants’ profiles.

There was an annual decreased in PA compliance rate of approximately 3.43% (95% CI: 0.79-6.08%) for primary school students, primarily among males residing in rural areas, and in northern regions. Middle school students experienced a yearly decrease of about 5.23% (95% CI: 2.55-7.92%) in PA compliance across all genders, regions, and urban areas. Similarly, the RST compliance rates for primary school students declined by approximately 3.18% (95% CI: 1.57-4.78%) annually for all genders and areas, but only in the northern regions.

Conclusions

This research highlights a downward trend in PA and RST compliance amongst Chinese children and adolescents, with variations based on school level, gender, area, and region. Urgent policies and interventions are imperative to promote PA while mitigating excessive RST within these populations.

Peer Review reports

Introduction

Physical activity (PA) refers to any bodily movement that causes energy expenditure in skeletal muscles [ 1 ]. Recreational Screen Time (RST) includes all discretionary screen time (e.g., nonemployment or non-school related) taken while sedentary, typically encompassing activities such as television viewing, video gaming, and computer use [ 2 ]. Previous studies have demonstrated that insufficient PA and excessive RST can significantly affect the physiological and psychological health of children and adolescents, thereby affecting their quality of life and daily performance. These health impacts include an increased incidence of myopia, obesity, type 2 diabetes, anxiety, depression, and cardiovascular diseases [ 3 ]. Additionally, these conditions are associated with reduced sleep quality, diminished levels of physical fitness, and impaired cognitive abilities and academic performance [ 3 ]. Children and adolescents who fail to achieve 60 min of Moderate-to-Vigorous Physical Activity (MVPA) per day as advised by the World Health Organization’s (WHO) guidelines are considered physically inactive [ 3 ]. Furthermore, Canada’s 24-hour movement guidelines suggest that children and adolescents should restrict their RST to under 2 h per day [ 2 ]. Despite these guidelines, studies have shown that worldwide compliance rates amongst children and adolescents are low – only 19% of children and adolescents meet WHO’s PA recommendations, while a mere 34–39% comply with Canada’s RST guidelines [ 4 , 5 ]. Given the alarming levels of PA and RST amongst children and adolescents worldwide, the WHO aims decrease global physical inactivity by 15% by 2030 [ 3 ].

Compared to other countries around the world, Chinese children and adolescents have lower levels of PA and longer RST. According to the Global Report Card on Physical Activity for Children and Youth, China is one of the lowest ranked countries in terms of PA and RST indicators [ 6 ]. This has led to an increase in obesity rates among Chinese children and adolescents in recent years, as well as healthcare expenditures [ 7 ]. More importantly, if this trend persists, it is likely to cause a decline in China’s future human resources [ 8 ]. Cui and Zhang suggested that the low levels of PA and high RST amongst Chinese children and adolescents may be associated with China’s economic development and the rapid proliferation of electronic devices. Specifically, China’s rapid economic growth has reduced the likelihood of children and adolescents assisting with agricultural or industrial production in their families, altered their modes of commuting, thereby decreasing their levels of PA. Furthermore, the wide spread of electronic devices has attracted significant number of the children and adolescents to spend substantial amounts of time on smartphones or tablets. This not only increases their RST but also further diminishes the possibility of them engaging in outdoor PA [ 9 , 10 ]. This was especially so in the early 21st century, where China’s economic growth surpassed the annual Gross Domestic Product (GDP) growth rate of 9%, and the prevalence of smartphone usage amongst children and adolescents increased by more than 10% annually [ 11 , 12 ]. However, there is a lack of research examining the current trends in PA and RST amongst Chinese children and adolescents, which presents a gap in the literature.

Previous studies have pointed out that there are significant disparities in children and adolescents’ PA levels based on their school levels, areas (urban versus rural), and regions. Male students also tend to display more PA and RST than females, primarily due to societal cultural factors and gender role expectations that restrict opportunities and reduce social support for PA among females, and also because males are more predisposed towards screen-based entertainment activities, such as video games [ 3 ]. Additionally, changes in academic pressure and living conditions result in lower school-level students engaging in more PA and less RST than their higher school-level counterparts [ 13 ]. Children and adolescents residing in urban regions also display more PA and less RST compared to those living in rural areas because there are more opportunities and accessibilities for PA [ 9 ]. Regional factors such as favorable temperature, better air quality, and higher level of economic development also provide a conducive environment for children and adolescents to participate in PA [ 14 , 15 , 16 ]. However, findings from these cross-sectional studies are unable to adequately predict current trends in PA and RST, and hence, have limited contribution to guiding policy formulation and designing health promotion programs.

Previous literature has explored the changing trends in PA and RST amongst children and adolescents. On one hand, studies by Ng et al. and Knuth et al. found due to lifestyle changes, PA amongst children and adolescents over the last few decades have decreased significantly [ 17 , 18 ]. Moreover, research conducted in the United States and China showed a global increasing trend in RST amongst children and adolescents due to widespread screen consumption [ 19 , 20 ]. On the other hand, Guthold et al. and Kalman et al. argued that the PA of children and adolescents worldwide is slowly increasing due to the implementation of various health promotion interventions in different countries [ 4 , 21 ]. For instance, based on the reports by the Active Healthy Kids Global Alliance, there appears to be a decreasing trend in RST amongst children and adolescents globally over the past decade. A reason for this could be due to changes in the rating method adopted by such reports. In 2018, these reports subdivided the D grade into D-, D, and D+ (representing 20-26%, 27-33%, and 34–39% of children and adolescents meeting the RST guidelines, respectively), which resulted in the global percentage rating of children and adolescents meeting the RST guidelines to subsequently shift from D to D+ [ 5 , 6 , 22 ]. Consequently, it may not be meaningful to compare trends in RST amongst children and adolescents solely based on grades.

These conflicting results, combined with the lack of previous research investigating the changing trends in PA and RST amongst children and adolescents of different genders, school levels, areas, and regions thereby limit our understanding. This is especially so for highly digitalized countries with rapid economic development such as China. To close this gap, a large-scale cross-sectional survey over 3 consecutive years (2017–2019) was conducted. Specifically, two research questions guide the present study: (1) what are the changing trends in PA and RST amongst children and adolescents in China? And (2) how do these trends differ between genders, school levels, areas (urban versus rural), and regions (north versus south)?

Materials and methods

Study design and participants.

This research was conducted as part of the “Construction of a Big Data Platform for Children and Adolescents’ Sports and Fitness in China (CBDPCASF)” project. The CBDPCASF project, funded by the National Social Science Foundation of China (Grant No. 16ZDA228), aims to establish a comprehensive platform for collating health and fitness-related data for Chinese children and adolescents. Between 2017 and 2019, the research team sent research invitations to schools involved in the project from September to December annually. Schools that accepted the invitation randomly selected students (two classes in each grade) from 4 to 12 grades (aged 10 to 18 years old) to participate in the study. Students below grade 4 were not invited to participate in the study because they might not understand the questionnaire content well, potentially leading to invalid responses.

During the period from 2017 to 2019, a total of 52,503 Chinese children and adolescents from 150 schools across 45 cities ranging from grades 4 to 12 participated in this study. The average age of these participants was 12.72 ± 2.12 years, and among these participants, 25,322 were female, accounting for 48% of the total. The annual number of participants from 2017 to 2019 was 22,820, 16,061, and 13,622 respectively.

Informed consent from participants and their guardians were obtained before initiating the survey each year. Subsequently, participants received a web link to a questionnaire from their teachers, which was hosted on the Questionnaire Star platform [ 23 ]. The questionnaire comprised a total of 20 questions, including participants’ demographic details (school names, grades, genders), and their PA and RST for the previous week. The survey required approximately 15 min to complete. Participants were asked to complete the questionnaire either in the computer classroom in school or at home using their parents’ mobile phones. For geographic and regional analysis of PA and RST, the areas (urban/rural) and regions (north/south) were determined based on the name of the school that the participants attended, using the Baidu Map Open Platform [ 24 ]. Privacy protection protocols were adhered to by de-identifying or removing all personal identifiers, thereby ensuring the confidentiality and rigor of this study. Data regarding the corresponding Chinese population, categorized by year, gender, school level, area, and region were procured from the China Statistical Yearbook to calculate weighted average compliance rates [ 11 , 25 , 26 ]. Finally, participants with incomplete information, incorrect responses, abnormal results, outliers (based on Tukey’s method) [ 27 ], and those unable to engage in PA due to exceptional circumstances or pre-existing medical conditions (such as disabilities or fractures) during the survey period were excluded.

Instruments

The Chinese adaptation of the Physical Activity Questionnaire for Older Children (PAQ-C) was employed to evaluate the participants’ PA [ 28 ]. The PAQ-C is a self-report tool used to assess PA level based on a 7-day recall period. Its reliability and validity have been established in previous studies, with a Cronbach’s alpha coefficient of 0.821, demonstrating its suitability for assessing PA amongst Chinese children and adolescents [ 29 , 30 ]. The PAQ-C comprises of 10 items, starting with a question on the frequency of engagement in various PA such as swimming, martial arts, and basketball. Items 2 to 8 focus on the PA status during specific intervals, such as during physical education classes, recess, after school, evenings, and weekends. The penultimate item asks about the frequency of engaging in PA for more than thirty minutes daily in the past week. The final item focuses on special circumstances that might have impeded PA in the past week. The first 9 questions employ a five-point Likert scale, with 1 indicating the lowest level or frequency of PA participation, while 5 represents the highest level or frequency of PA participation. The final question offers 2 options, “Yes” and “No”, for participants to indicate whether they were restricted from engaging in PA in the past week due to any special circumstances. The final PA score was s calculated as the average of scores from questions 1 to 9, reflecting the participants’ level of PA over the past 7 days [ 28 ]. Furthermore, based on the comparative study of PAQ-C and accelerometer data by Voss et al., a PAQ-C score above 2.87 essentially equates to a daily MVPA time of more than 60 min. Therefore, the present study considered a PAQ-C score above 2.87 to be in compliance with the PA guidelines [ 29 ].

Participants’ RST was assessed using the Chinese adaptation of the Adolescent Sedentary Activity Questionnaire (ASAQ) [ 31 ]. This self-administered instrument uses a 7-day recall period to assess children and adolescents’ sedentary time. Its reliability and validity in studying sedentary time amongst Chinese children and adolescents have been previously established by several studies, with a Cronbach’s alpha coefficient of 0.729 [ 31 , 32 ]. The ASAQ contains 6 items that investigate participants’ RST over the past 7 days. These items encompass the daily time spent watching TV or movies, and using smartphones, computers, or tablets (excluding time spent for study and work purposes). The calculation of participants’ weekly RST is achieved by the total sum of the 6 items. The average daily RST is obtained by dividing the weekly RST by 7 [ 31 ]. According to the Canadian 24-hour Movement Guidelines and the Chinese Children and Adolescents’ Physical Activity Guidelines [ 2 , 33 ], participants with less than 2 h of daily RST are considered to have met the RST guidelines.

Participants’ area (urban/rural) was determined using the geographical location of their schools and the Application Programming Interface (API) provided by Baidu Maps’ open platform [ 24 ]. This platform is created by Baidu, China’s largest map service provider. It offers services like maps, location search, route planning, and positioning. This platform allows users to extract information such as administrative regions and urban-rural classifications for specific locations published by the Chinese government [ 24 ]. Given China’s policy that requires students to attend schools near their residence, the school’s location is therefore considered representative of the student’s geographical location [ 34 ]. Based on the names of the schools that participants attended, we were able to obtain their provinces, cities, and areas (rural versus urban) classification using the Baidu Maps Open Platform. Based on participants’ provinces and cities information, we categorized their regions as either “North” or “South”. Participants located north of the Qinling-Huaihe Line were classified under the “North” region, while those located south of the Qinling-Huaihe Line was classified under the “South” region. The Qinling-Huaihe Line was used as it serves as a natural geographical dividing line in China. The south region of this line generally experience higher temperatures, humidity, and better air quality as compared to those in the north region [ 35 ].

The total population data for each participant group was extracted from the Chinese Statistical Yearbook [ 11 , 25 , 26 ] and was subsequently used as weighting information during data analysis. The Chinese Statistical Yearbook is an annual publication that comprehensively reflects the economic and social development of China. It systematically includes data – the number of students in each region, province, area, school level, and gender – at the national level, as well as across various provinces in China [ 11 ].

Statistical analyses

All samples were grouped based on the year, region, province, area, school level, and gender categories. The PA and RST compliance rates for each group were computed. To enhance the representativeness of the data, Mixed Linear Regression (MLR) [ 4 ] was used to estimate the missing rural or urban compliance rates for provinces that included only urban or rural participants. This estimation was carried out by leveraging on data from provinces with both urban and rural participation. The total population of each group previously obtained from the Chinese Statistical Yearbook was incorporated into the dataset as a weighting variable for subsequent analyses [ 20 ].

Following this, the weighted average PA and RST compliance rates and the 95% Confidence Intervals (95% CI) were calculated based on participants’ region, area, school level, and gender. The Weighted Least Squares Regression (WLS) was used to evaluate linear trends in PA and RST compliance rates from 2017 to 2019. Absolute differences in the PA and RST compliance rates by year, region, area, school level, and gender were also determined using WLS based on the data collected during this period (i.e., from 2017 to 2019). For ease of data visualization, the trends of PA and RST compliance amongst children and adolescents of different regions, areas, school levels, and genders were presented using line graphs. All data processing and analyses were conducted using Python (Python 3.10, Python Software Foundation, Wilmington, DE, USA) with the statsmodels, scipy, seaborn, and matplotlib extension libraries [ 36 ]. A two-sided significance level was set at 0.05.

Participant characteristics

Following data cleaning processes, a total of 11,353 participants (21.62%) were excluded from the analysis. The exclusion was due to several reasons: 24 participants (0.05%) lacked the necessary grade information; 3,147 participants (5.99%) could not participate in PA during the survey period due to various circumstances, such as illness or menstrual cycles for female participants; 4,746 participants (9.04%) submitted incorrect responses; 1,491 participants (2.84%) reported total sitting times that exceeded 24 h per day; 80 participants (0.15%) had a sample size smaller than 10 after being grouped by year, province, school level, gender, area, and region; 1,865 (3.55%) of participants’ PA scores or overall sitting time were considered as outliers. As a result, the final analysis was conducted using a dataset of 41,150 individuals, including 20,262 females (49%). This sample comprised of 22,143 primary school students, 13,320 middle school students, and 5,687 high school students. Notably, the annual sample size varied: for primary school students, it ranged from 4,458 to 12,282; for middle school students, it was between 2,973 and 5,484; and for high school students, it fell between 1,755 and 2,053. Unweighted and weighted sample sizes for each year, school level, gender, area, and region are respectively provided in Table  1 and sTable  1 .

• Physical activity

Results from the present study showed that in 2019, only a handful of children and adolescents met the recommended PA level set by WHO – 25.33% (95% CI: 21.05-29.61%) of primary school students, 17.61% (95% CI:14.68-20.55%) of middle school students, and 12.56% (95% CI: 4.37-20.75%) of high school students met the guidelines (Table  2 ).

From 2017 to 2019, the average annual decrease in PA compliance rates was 3.43% (95% CI: 0.79-6.08%) for primary school students, 5.23% (95% CI: 2.55-7.92%) for middle school students, and 5.35% (95% CI: 2.67-8.03%) for male students. For rural and urban students, the average annual decrease in PA compliance rates was 2.89% (95% CI: 1.03-4.75%) and 4.37% (95% CI: 1.43-7.31%), respectively. For students in the northern and southern regions, the average annual decrease in PA compliance rate was 4.82% (95% CI: 1.97-7.66%) and 3.6% (95% CI: 0.37-6.84%), respectively. However, PA compliance rates remained constant during this period for high school students, and for female students. The downward trend in PA compliance amongst primary school students was primarily driven by a reduction in PA compliance amongst male students, students in rural areas, and students in northern regions. The decline in PA compliance rates amongst middle school students was observed across all genders, regions, and urban areas, but was not among rural areas. Analysis of compliance rate trends for PA by genders, areas, and regions, categorized according to school levels can be found in sTable  2 . For overall prevalence estimates, please refer to Table  2 ; Fig.  1 .

Upon aggregating data from 2017 to 2019, we found that during the primary school stage, PA compliance consistently decreased with each increase in grade level (Odds Ratio [OR] = 0.98, 95% CI:0.97–0.99 for each grade increment compared to the previous grade). However, during the high school, PA compliance increased consistently with each increase grade level (OR = 1.13, 95% CI:1.11–1.14 for each grade increment compared to the previous grade). We also found that across all school levels, the PA compliance of females was significantly lower than that of males, and this gender gap widens as the educational stage progresses. The OR of PA compliance for females, compared to males in the primary school, middle school, and high school stages were 0.92, 0.88, and 0.83 respectively. Furthermore, during the high school stage, the odds of PA compliance amongst children and adolescents in the southern region were significantly lower than those in the northern region (OR = 0.88 95% CI:0.85–0.89; refer to Table  3 ).

• Recreational screen time

The analysis of compliance rate, trends for RST compliance rates by genders, areas, and regions, segregated by school levels are shown in sTable  2 . In 2019, more than 80% of children and adolescents recorded less than 2 h of RST per day. Specifically, 80.76% (95% CI:77.93-83.58%) from primary schools, 82.86% (95% CI:78.99-86.72%) from middle schools, and 90.52% (95% CI:85.43-95.60%) from high schools (refer to Table  2 ).

From 2017 to 2019, the average annual decrease in RST compliance rates was 3.18% (95% CI: 1.57-4.78%) for primary school students, and 4.17% (95% CI: 2.63-5.71%) for students in the northern regions. For male and female students, the average annual decrease in RST compliance rates was 2.42% (95% CI: 0.53-4.32%) and 3.08% (95% CI: 1.77-4.39%), respectively. For rural and urban students, the average annual decrease was 2.21% (95% CI: 1.04-3.38%) and 2.89% (95% CI: 1.16-4.62%), respectively. However, RST compliance rates remained constant for middle school and high school students, as well as for students from the southern region. The decline in RST compliance rates amongst primary school students was observed across genders, areas, and northern regions, but not for students from the southern regions. Although there was no significant overall decline in RST compliance rates amongst middle school students, there was a significant decline observed amongst middle school students that were female, from rural areas, and from northern regions between 2017 and 2019. Analysis of compliance rate trends for RST by genders, areas, and regions, categorized according to school levels can be found in sTable  2 . For overall prevalence estimates, please refer to Table  2 ; Fig.  2 .

When comparing the data collected between 2017 and 2019, we found that during the high school stage, RST compliance rates consistently decreases with each grade level increases (OR = 0.97, 95% CI:0.96–0.98 for each grade increment compared to the previous grade). We also found that across primary school and middle school stages, the RST compliance rates of females was significantly higher than males. The OR of RST compliance rates for females, compared to males, was 1.06 in primary and middle schools. Furthermore, during the primary school and middle school stages, the odds of RST compliance among children and adolescents in the southern region were significantly lower than those in the northern region, with ORs for primary and middle schools being 0.98 and 0.96 respectively (refer to Table  3 ).

Crude weighted trends in physical activity from 20,017 − 2019. Data were weighted to be nationally representative. Error bars indicate 95% CIs

Crude weighted trends in recreational screen time from 20,017 − 2019. Data were weighted to be nationally representative. Error bars indicate 95% CIs

This study explored the current trends in PA and RST among Chinese children and adolescents and examined how these trends vary by genders, school levels, areas (urban versus rural), and regions (north versus south) in China – a country that is experiencing rapid economic development and high levels of digitalization in Asia. Using 3 consecutive large-scale surveys conducted from 2017 to 2019, a significant decline in both PA and RST compliance rates amongst children and adolescents was observed. Notably, the decrease in PA compliance rate was mainly due to primary and middle school students, while the decline in RST compliance rate arose mainly from primary school students.

As emphasized in the policy guidelines from the “Physical Activity Guidelines for Americans”, understanding the trends of PA and RST is a crucial prerequisite for devising and implementing strategies to enhance PA and reduce RST [ 37 ]. However, according to the “Expert Consensus Statement on Physical Activity and Health in Chinese Children and Adolescents (2020)”, the unclear trends of PA and RST pose a myriad of challenges to launching effective health promotion initiatives aimed at increasing PA and reducing RST amongst Chinese children and adolescents [ 8 ]. Although global reviews [ 4 , 5 ] and previous studies from Europe [ 38 ] and the United States [ 39 ] have identified the evolving trends and patterns of PA and RST amongst children and adolescents in their respective countries, these results are largely inconsistent. Additionally, results from previous studies lack precise depiction of the trends in PA and RST across different genders, school levels, regions, and areas in an Asian context. Furthermore, there is limited research examining the PA and RST trends of children and adolescents situated in highly digitalized countries with rapid economic development, such as China. China is characterized by gender-based expectations, academic pressure across different schooling stages, urban-rural dichotomy, a geographical range from tropics to temperate zones, along with swift socioeconomic changes since the 21st century. Hence, the present study offers substantial opportunities to bridge the research gap by providing a timely and contemporary understanding of current PA and RST trends amongst children and adolescents of different genders, school levels, areas, and regions from the lens of a rapid growing Asian country.

Contrary to previous studies that reported a gradual decline in the PA levels of children and adolescents with increasing grade levels [ 14 , 40 , 41 ], findings from the present study indicated that during the high school phase, students’ PA compliance rates actually increased with each advancing grade. This discrepancy may be attributed to the intense academic pressure endured by high school students in China – the National College Entrance Examination (Gaokao) taken by high school students is the solitary path to higher education and a brighter career path. Given that the number of students taking the national examination typically exceeds the total number of places offered by each university, the results of this two-day examination significantly influences students’ future academic trajectories [ 42 ]. As such, academic pressure increases significantly and high school students may participate in PA as a stress-relief outlet.

We also observed that students from the affluent southern region demonstrated lower levels of PA than their counterparts in the comparatively poorer northern regions. In the wealthier southern region, parents have more financial resources to support their children’s participation in various tuition classes to improve their examination results. This could explain the lower levels of PA participation amongst high school students in the southern region compared to their northern counterparts – more time is devoted to academics while reducing the amount of time available to engage in PA.

Our study also found a notable decline in PA compliance amongst primary and middle school students. This result contradicts the findings of Guthold et al. and Bucksch et al. which previously suggested that there was a slight increase in children and adolescents’ PA compliance in the early 20th century [ 4 , 21 ]. However, Silva et al.’s study on Brazilian children and adolescents showed similar results to the present study – there was a significant downward trend in PA compliance in this age group [ 43 ]. As posited by Ng et al., the levels of PA is closely related to the economic development of a country [ 17 ]. Given that China and Brazil have undergone rapid economic development and social transformation during the past few decades, this could perhaps explain the rapid decline in PA amongst children and adolescents in these 2 countries. Interestingly, our study showed that the decline was more prominent in males (particularly in the primary schools) and not females unlike what was observed in Silvia et al.’s study on Brazilian children and adolescents. This difference in findings could be associated with social safety environments. In China, safety issues, such as theft or harassment, rarely affect females from engaging in PA, whereas in Brazil, safety is a major concern that hugely influences girls’ participation in outdoor PA [ 43 ].

Another interesting finding from our study is that in rural areas, the decline in PA compliance was most significant among primary school students, whereas in urban areas, it was the middle school students who experienced a more pronounced decrease in PA compliance. This could be attributed to academic pressure between primary and middle schools, as well as the urban-rural division. In China, unlike middle school and high school students who face pressures from important examinations such as the ‘Zhongkao’ (middle school graduation examination) or ‘Gaokao’ (college entrance examination), primary school students generally face less academic pressure. Thus, providing sufficient PA opportunities at this stage of their development may be able to curb the downward trend of their PA involvement. However, compared to urban parents who enroll their children in various extracurricular interest tutoring classes (such as basketball, martial arts, taekwondo) and take them to various PA venues (such as parks, gymnasiums etc.), rural areas in China often lag behind urban area in terms of availability of spaces, facilities, and opportunities for PA [ 44 ], resulting in the difference in PA habits among urban and rural primary school students. At middle schools, students start to feel the pressure of the high school entrance examination. This pressure tends to be more pronounced among urban students due to disparities in parental educational beliefs and levels of economic development between urban and rural areas. Compared to urban parents who invest more in academic tutoring for their children [ 45 ], rural parents often place less emphasis on the quality of their children’s education [ 46 ]. Some rural parents may even have their middle school-aged children assist with household or agricultural tasks. This might explain why rural middle school students have more opportunities for PA. This explains the difference in PA trends between urban and rural middle school students.

Another crucial finding from our study is the changing trends of PA amongst primary school students. We found that the downward trend is more pronounced in students residing in the northern compared to the south region. This could be due to the differences in economic development level and environmental factors between the 2 regions. In the past decade, economic development in southern China has surpassed that of the north, with statistical data from 2019 indicating that the GDP of the northern region accounted for only 35% of China’s total GDP [ 47 ]. As a result, the southern region has more fund and resources to invest in public sports facilities such as stadiums and parks, which could delay the decline in PA rates. Conversely, people in the northern region may lack these facilities to engage in PA. Furthermore, unfavorable weather conditions and increasing air pollution in the north may severely limit outdoor PA opportunities, leading to a significant decline in PA in this region [ 35 ].

In light of the key findings from the present study, as well as the impact of lower PA on the physical and mental health of children and adolescents [ 3 ], future interventions should aim to mitigate the negative impacts of economic development by directing more economic growth income towards the construction of public sports facilities. Consequently, this provides more opportunities for the public to engage in outdoor PA. The formulation and implementation of fun and engaging programs to encourage more Chinese children and adolescents to increase their PA levels in and outside school is also imperative. One example is to gather feedback from the students on the types of new sports and games that excite them, and incorporate them in the physical education curriculum. Future policies could also aim to address and reduce the amount of academic pressure placed on middle and high school students, for example, by requiring schools to reduce the assignment of homework and limiting the establishment of academic tutoring classes may provide more times children and adolescents to engage in PA.

Our result indicates that the RST compliance among children and adolescents in the southern region is significantly lower than of the northern region. This disparity might stem from the varying economic conditions across northern and southern regions of China. From 2008 to 2019, southern China experienced a per capita GDP growth rate of 9.42%, outpaced northern China with a growth rate of 8.32% [ 47 ]. This accelerated economic development in the south has resulted in a higher proliferation of electronic devices (such as computers, tablets, or mobile phones) among children and adolescents. Consequently, contributing to a decrease in RST compliance in the southern region.

Our study’s results also indicated a substantial decrease in RST compliance among primary school children and adolescents from 2017 to 2019. This aligns with global trends, which shown a significant worldwide increase in RST during the first 20 years of the 21st century [ 20 , 48 ]. The primary cause of this trend is the rapid proliferation of televisions, computers, mobile phones, and tablets since the beginning of the 21st century [ 9 , 10 ]. Interestingly, the drop in RST compliance was not significant among primary and middle school students in the southern region, but it was significant in the north, rural area, and among female middle school students. We attribute this trend to the increased availability of electronic devices in the northern and rural regions during 2017–2019 [ 12 ]. In the more affluent southern and urban regions, most students already had the necessary electronic devices before 2017 [ 12 ], which could explain the insignificant changes in their RST compliance rate. Furthermore, the significant decrease in RST compliance amongst female middle school students may be attributed to lifestyle changes associated with puberty. As Hardy suggested, interpersonal issues and socializing become central aspects of girls’ lives as they enter adolescence, leading them to allocate more time for online chatting with friends, which contributed to an increased in their RST [ 49 ].

Given the detrimental effects of extended RST on the physical and mental health of children and adolescents [ 48 ], findings from the present study suggest that the government should consider implementing policies to mitigate children and adolescents’ electronic device usage time. Schools should offer interesting PA programs (e.g. orienteering, hip hop dancing etc.) for female middle school students beyond running or walking with their friends to enhance their motivation in PA participation.

To the best of our knowledge, this is the first study to explore current trends in PA and RST amongst children and adolescents of different genders, school levels, areas, and regions in a rapid development and digitalized country. The strengths of this study include the use of a national representative sample, consistent data collection over 3 consecutive years using the same instruments, and a detailed analysis of varying trends in PA and RST amongst children and adolescents.

Although this study makes notable contributions to the literature, there are several limitations that are worth noting. First, the self-report survey tools may not accurately represent the actual PA and RST of children and adolescents. Therefore, there may be slight deviations in the calculation of compliance rates for PA and RST. Although these errors do not affect our estimation of the trend changes in PA and RST for children and adolescents, future studies should employ objective measures such as triaxial accelerometer to enhance the study design. Second, the PA questionnaire does not provide information regarding the duration and frequency of PA. Therefore, in this study, the calculation of PA compliance is based on the research results of Voss rather than the guidelines from WHO. This reduces the comparability of this study with other studies. Future research should consider tools that include intensity, frequency, and duration of PA. Lastly, our study solely focused on RST, and did not include time spent using computers or other electronic devices for educational purposes. Our study also did not consider other types of sedentary behavior, such as educational, social, and transportation time. Future research should examine the different types of SB to obtain a more accurate distribution of sedentary time amongst children and adolescents.

The present study found significant decline in PA compliance rates of primary and middle school students, and in RST compliance rates of primary school students in China from 2017 to 2019. This downward trend varies by school levels, genders, areas, and regions. From a public health and health education perspective, this study underscores the urgency of increasing PA and reducing RST among middle school and primary school students. Future policies and research should pay closer attention to the impact of rapid economic development and digitization on the PA and RST behaviors of children and adolescents, and provide specific and targeted programs to promote the development of an active and healthy youthful citizen.

Data availability

The datasets analyzed in the current study are available from the corresponding author on reasonable request.

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Acknowledgements

We acknowledge and appreciate the following individuals for their invaluable contributions to this research: Yangming Zhu for coordination with the CBDPCASF School, and Jinwang Zhang for verification of schools’ data.

This research was funded by the National Social Science Foundation of China (Grant No. 20CTY011) and the Institute of Curriculum and Textbook Research of the Ministry of Education, China (Grant No. JCSZDXM2022002).

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X.Z. Wang conceived and designed the study, additionally taking responsibility for data collection. K.T. Koh was instrumental in the manuscript’s conception and design, further contributing to its intellectual content. M.M. Guo, aside from his involvement in the study’s conception and design, carried out the data analysis, engaged in data collection, drafted the initial manuscript, and provided intellectual contributions to the manuscript. All authors have meticulously reviewed and given their approval to the final version of the manuscript.

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Correspondence to Xiao Zan Wang .

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Guo, M.M., Koh, K.T. & Wang, X.Z. Trends of physical activity and recreational screen time among Chinese children and adolescents: a national study from 2017 to 2019. BMC Public Health 24 , 1305 (2024). https://doi.org/10.1186/s12889-024-18822-1

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The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation

• Bai Li   ORCID: orcid.org/0000-0003-2706-9799 1 ,
• Selene Valerino-Perea 2 ,
• Weiwen Zhou 3 ,
• Yihong Xie 4 ,
• Keith Syrett 5 ,
• Remco Peters 1 ,
• Zouyan He 4 ,
• Yunfeng Zou 4 ,
• Frank de Vocht 6 , 7 &
• Charlie Foster 1  

International Journal of Behavioral Nutrition and Physical Activity volume  21 , Article number:  53 ( 2024 ) Cite this article

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Regulatory actions are increasingly used to tackle issues such as excessive alcohol or sugar intake, but such actions to reduce sedentary behaviour remain scarce. World Health Organization (WHO) guidelines on sedentary behaviour call for system-wide policies. The Chinese government introduced the world’s first nation-wide multi-setting regulation on multiple types of sedentary behaviour in children and adolescents in July 2021. This regulation restricts when (and for how long) online gaming businesses can provide access to pupils; the amount of homework teachers can assign to pupils according to their year groups; and when tutoring businesses can provide lessons to pupils. We evaluated the effect of this regulation on sedentary behaviour safeguarding pupils.

With a natural experiment evaluation design, we used representative surveillance data from 9- to 18-year-old pupils before and after the introduction of the regulation, for longitudinal ( n  = 7,054, matched individuals, primary analysis) and repeated cross-sectional ( n  = 99,947, exploratory analysis) analyses. We analysed pre-post differences for self-reported sedentary behaviour outcomes (total sedentary behaviour time, screen viewing time, electronic device use time, homework time, and out-of-campus learning time) using multilevel models, and explored differences by sex, education stage, residency, and baseline weight status.

Longitudinal analyses indicated that pupils had reduced their mean total daily sedentary behaviour time by 13.8% (95% confidence interval [CI]: -15.9 to -11.7%, approximately 46 min) and were 1.20 times as likely to meet international daily screen time recommendations (95% CI: 1.01 to 1.32) one month after the introduction of the regulation compared to the reference group (before its introduction). They were on average 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) than the reference group and reduced their daily total screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%, approximately 10 min). The positive effects were more pronounced among high-risk groups (secondary school and urban pupils who generally spend more time in sedentary behaviour) than in low-risk groups (primary school and rural pupils who generally spend less time in sedentary behaviour). The exploratory analyses showed comparable findings.

Conclusions

This regulatory intervention has been effective in reducing total and specific types of sedentary behaviour among Chinese children and adolescents, with the potential to reduce health inequalities. International researchers and policy makers may explore the feasibility and acceptability of implementing regulatory interventions on sedentary behaviour elsewhere.

The growing prevalence of sedentary behaviour in school-aged children and adolescents bears significant social, economic and health burdens in China and globally [ 1 ]–[ 3 ]. Sedentary behaviour refers to any waking behaviour characterised by an energy expenditure equal or lower than 1.5 metabolic equivalents (METs) while sitting, reclining, or lying [ 3 ]. Evidence from systematic reviews, meta-analyses and longitudinal studies have shown that excessive sedentary behaviour, in particular recreational screen-based sedentary behaviour, affect multiple dimensions of children and adolescents’ wellbeing, spanning across mental health [ 4 ], cognitive functions/developmental health/academic performance [ 5 ], [ 6 ], quality of life [ 7 ], and physical health [ 8 ]. In China, over 60% of school pupils use part of their sleep time to play mobile phones/digital games and watch TV programmes, and 27% use their sleep time to do homework or other learning activities [ 9 ]. Screen-based, sedentary entertainment has become the leading cause for going to bed late, which is linked to detrimental consequences for children’s physical and mental health [ 10 ]. Notably, academic-related activities such as post-school homework and off campus tutoring also contribute to the increasing amounts of sedentary behaviour. According to the Organisation for Economic Co-operation and Development (OECD) report, China is the leading country in time spent on homework by adolescents (14 h/week on average) [ 11 ].

The COVID-19 pandemic exacerbated this global challenge, with children and adolescents reported to have been the most affected group [ 12 ]. Schools are a frequently targeted setting for interventions to reduce sedentary behaviour [ 13 ]. However, school-based interventions have had limited success when delivered under real-world conditions or at scale [ 14 ]. School-based interventions alone have also been unsuccessful in mitigating the trend of increasing sedentary behaviour that is driven by a complex system of interdependent factors across multiple sectors [ 13 ]. Even for parents and carers who intend to restrict screen-based sedentary behaviour and for children who wish to reduce screen-based sedentary behaviour, social factors including peer pressure often form barriers to changing behaviour [ 15 ]. In multiple public health fields such as tobacco control and healthy eating promotion, there has been a notable shift away from downstream (e.g., health education) towards an upstream intervention approach (e.g., sugar taxation). However, regulatory actions for sedentary behaviour are scarce [ 16 ]. World Health Organization (WHO) 2020 guidelines on sedentary behaviour encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge [ 8 ]. Up-stream interventions can act on sedentary behaviour more holistically and have the potential to maximise reach and health impact [ 13 ]. In response to this pressing issue, and to widespread demands from many parents/carers, the Chinese government introduced nationwide regulations in 2021 to restrict (i) the amount of homework that teachers can assign, (ii) when (and for how long) online gaming businesses can provide access to young people, and (iii) when tutoring businesses can provide lessons [ 17 ], [ 18 ]. Consultations with WHO officials and reviewers of international health policy interventions confirmed that this is currently the only government-led, multi-setting regulatory intervention on multiple types of sedentary behaviour among school-aged children and adolescents. A detailed description of this programme is available in the Additional File 1 .

We evaluated the impact of this regulatory intervention on sedentary behaviour in Chinese school-aged children and adolescents. We also investigated whether and how intervention effects differed by sex, education stage, geographical area, and baseline weight status.

Study design

The introduction of the nationwide regulation provided a unique opportunity for a natural experiment evaluation where the pre-regulation comparator group data (Wave 1) was compared to the post-regulation group data (Wave 2). Multiple components of the intervention (see Additional File 1 ) were introduced in phases from July 2021 with all components being fully in place by September 2021 [ 17 ], [ 18 ]. This paper follows the STROBE reporting guidance [ 19 ], [ 20 ].

Data source, study population and sampling

We obtained regionally representative data on 99,947 pupils who are resident in the Chinese province of Guangxi as part of Guangxi Centre for Disease Control and Prevention’s (CDC) routine surveillance. The data, available from participants in grade 4 (aged between 9 and 10 years) and higher, were collected using a multi-stage random sampling design (Fig.  1 ) through school visits by trained health professionals following standardised protocols (see Supplementary Fig.  1 , Additional File 1 ). In Wave 1 (data collected from September to November 2020), pupils were randomly selected from schools in 31 urban/rural counties from 14 cities in Guangxi. At least eight schools, including primary, secondary, high schools, and ‘vocational high schools’, were selected from urban counties. Five schools were selected from rural counties. Approximately 80 students were randomly selected from each grade at the schools selected. The same schools were invited to participate in Wave 2 (data collected from September to November 2021), and new schools were invited to replace Wave 1 schools that no longer participated. Children with available data at both Wave 1 and Wave 2 represented approximately 10% of the sample ( n  = 7,587). Paper-based questionnaires were administrated to students by trained personnel or teachers. The questionnaires were designed and validated by China National Health Commission, and have been utilised in routine surveillance throughout the country.

Flow diagram of participants included in the ENERGISE study

We used data from the age groups 7–18 years for most analyses. For specific analyses of homework and out-of-campus tutoring, we excluded high school pupils (16–18 years) because the homework and out-of-campus tutoring regulations apply to primary (7–12 years) and middle (13–15 years) school pupils only. Furthermore, participants without socio-demographic data or those who reported medical history of disease, or a physical disability were excluded. This gave us a total sample of 7,054 eligible school-aged children and adolescents with matching data (longitudinal sample).

Outcomes and subgroups

Guangxi CDC used purposively designed questions for surveillance purposes to assess sedentary behaviour outcomes (Table  1 ).

The primary outcomes of interest included: (1) total sedentary behaviour time, (2) homework time, (3) out-of-campus learning (private tutoring) time, and (4) electronic device use time (Table  1 ). We considered electronic device use time, including mobile phones, handheld game consoles, and tablets, the most suitable estimator of online game time (estimand) in the surveillance programme since these are the main devices used for online gaming in China [ 23 ]. Secondary outcomes were: (1) total screen-viewing time, (2) internet-use time, (3) likelihood of meeting international screen-viewing time recommendations, and (4) likelihood of meeting the regulation on homework time (Table  1 ).

We calculated total sedentary behaviour time as the sum of total screen-viewing time (secondary outcome), homework time, and out-of-campus learning time (Table  1 ). Total screen-viewing time represents the sum of electronic device use time per day, TV/video game use time per day, and computer use time per day (Table  1 ). Total screen-viewing time was considered as an alternative estimator of online game time (estimand) since TV/videogame console use time and computer time could also capture the small proportion of children who use these devices for online gaming (Table  1 ). The international screen-viewing time recommendations were based on the American Academy of Paediatrics guidelines [ 21 ]. We did not include internet use time (secondary outcome) in total screen-viewing time, and total sedentary behaviour time, because this measure likely overlaps with other variables.

We defined subgroups by demographic characteristics, including the child’s sex (at birth: girls or boys), date of birth, education stage [primary school or secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (urban versus rural) and children’s baseline weight status (non-overweight versus overweight/obesity). Each sampling site selected for the survey was classified by the surveillance personnel as urban/rural and as lower-, medium-, or higher-economic level based on the area’s gross domestic product (GDP) per capita. The area’s GDP per capita was measured by the Chinese Centre for Disease Control and Prevention (CDC). Trained personnel also measured height, and weight using calibrated stadiometers and scales. Children’s weight/height were measured with light clothing and no shoes. Measurements during both waves were undertaken when students lived a normal life (no lockdowns, school were opened normally). We classified weight status (normal weight vs. overweight/obesity) according to the Chinese national reference charts [ 24 ].

Statistical analyses

We treated sedentary behaviour values that exceeded 24-hours per day as missing. We did not exclude extreme values for body mass index from the analyses 25 . Additional information, justifications, and results of implausible and missing values can be found in the Supplementary Table 1 , Additional File 1 .

The assumptions for normality and heteroscedasticity were assessed visually by inspecting residuals. We assessed multicollinearity via variance inflation factors. The outcome variables for linear regression outcomes were transformed using square roots to meet assumptions. We reported descriptive demographic characteristics (age, sex, area of residence, socioeconomic status), weight status, and outcome variables using means (or medians for non-normally distributed data) and proportions [ 26 ]

We ran multilevel models with random effects nested at the school and child levels to compare the outcomes in Wave 1 against Wave 2. We developed separate models for each sedentary behaviour outcome variable. We treated the introduction of the nationwide regulation as the independent binary variable (0 for Wave 1 and 1 for Wave 2). We ran linear models for continuous outcomes, logistic models for binary outcomes, and ordered logistic models for ordinal outcomes in a complete case analysis estimating population average treatment effects [ 27 ]. For the main analysis, in which participants had measurements in both Waves (longitudinal sample), only those with non-missing data at both time points were included.

We estimated marginal effects for each sedentary behaviour outcome. With a self-developed directed acyclic graph (DAG) we identified age (continuous), sex (male/female), area of residence (urban/rural), and socioeconomic status (high/medium/low) as confounders (see Supplementary Figs. 2–4, Additional File 1 ).

We evaluated subgroup effects defined by child’s sex at birth (boys versus girls), child’s stage of education (primary school versus secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (rural versus urban), and children’s baseline weight status (non-overweight versus overweight/obesity). We also repeated the covariate-adjusted model with interaction terms (between Wave and sex; Wave and child stage of education; Wave and residency; and Wave and weight status). We adjusted for multiple testing using Bonferroni correction ( p 0.05 divided by the number of performed tests for an outcome). The resulting cut-off point of p  < 0.005 was used to determine the presence of any interaction effects.

We also conducted exploratory analyses (including subgroup analyses) by evaluating the same models with a representative, cross-sectional sample of 99,947 pupils. This cross-sectional sample included different schools and children at Wave 1 and Wave 2. We therefore used propensity score (PS) weighting to account for sample imbalances in the socio-demographic characteristics. Propensity scores were calculated by conducting a logistic regression, which calculated the likelihood of each individual to be in Wave 2 (dependent variable). Individual’s age, sex, area of residence and the GDP per area were treated as independent variables. Subsequently, inverse probability of treatment weighting was applied to balance the demographic characteristics in the sample in Wave 1 (unexposed to the regulatory intervention) and Wave 2 (exposed to the regulatory intervention). The sample weight for individuals in Wave 1 were calculated using the Eq. 1/ (1-propensity score). The sample weight for individuals in Wave 2 were calculated using the Eq. 1/propensity score [ 28 ].

We only ran linear models for continuous outcomes since it was not possible to run PS-weighted multilevel models with this sample size in Stata. We conducted all statistical analyses in Stata version 16.0.

Participant sample

In our primary, longitudinal analyses, we analysed data from 7,054 children and adolescents. The mean age was 12.3 years (SD, 2.4) and 3,477 (49.3%) were girls (Table  2 ). More detailed information on characteristics of subgroups in the longitudinal sample are presented in the Supplementary Tables 2–5, Additional File 2 .

Primary outcomes

Children and adolescents reported a reduction in their daily mean total sedentary behaviour time by 13.8% (95% CI: -15.9 to -11.7), or 46 min, on average between Waves 1 and 2. Participants were also less likely to report having increased their time spent on homework (adjusted odd ratio/AOR: 0.39; 95% CI: 0.35–0.43) and in out-of-campus learning (AOR: 0.53; 95% CI: 0.47 to 0.59) in Wave 2 in comparison to Wave 1, respectively (Tables  3 and 4 ). We did not find any changes in electronic device use time.

Secondary outcomes

Participants reported reducing their mean daily screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%), or 10 min, on average (Tables  3 and 4 ). Participants were also 20% as likely to meet international screen time recommendations (AOR: 1.20; 95% CI: 1.09 to 1.32) and were 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) compared to the reference group (before the introduction of the regulation).

Subgroup analyses

Most screen- and study-related sedentary behaviour outcomes differed by education stage ( p  < 0.005) (see Supplementary Tables 6–13, Additional File 2 ), with the reductions being larger in secondary school pupils than in primary school pupils (Tables  3 and 4 , and Table  5 ). Only secondary school pupils reduced their total screen-viewing time (-8.4%; 95% CI: -12.4 to -4.3) and were also 1.41 times as likely to meet screen-viewing recommendations (AOR: 1.41; 95% CI: 1.23 to 1.61) at Wave 2 compared to Wave 1.

Conversely, at Wave 2, primary school pupils reported a lower likelihood of spending more time doing homework (AOR: 0.30; 95%: 0.26 to 0.34) than secondary school pupils (AOR: 0.58; 95% CI: 0.50 to 0.67) compared to their counterparts at Wave 1. At Wave 2, primary school pupils also had a higher likelihood of reporting meeting homework time recommendations (AOR: 3.61; 95% CI: 3.09 to 4.22) than secondary school pupils (middle- and high school) (AOR: 2.11; 95% CI: 1.74 to 2.56) compared to their counterparts at Wave 1 (Table  5 ). There was also a residence interaction effect ( p  < 0.001) in total sedentary behaviour time, with participants in urban areas reporting larger reductions (-15.3%; 95% CI: -17.8 to -12.7) than those in rural areas (-11.2%; 95% CI: -15.0 to -7.4). There was no evidence of modifying effects by children’s sex or baseline weight status (Tables  4 and 5 ).

Findings from the exploratory repeated cross-sectional analyses were similar to the findings of the main longitudinal analyses including total sedentary behaviour time, electronic device use time, total screen-viewing time and internet use time (see Supplementary Tables 14–23, Additional File 2 ).

Principal findings

Our study evaluated the impact of the world’s first regulatory, multi-setting intervention on multiple types of sedentary behaviour among school-aged children and adolescents in China. We found that children and adolescents reduced their total sedentary behaviour time, screen-viewing time, homework time and out-of-campus learning time following its implementation. The positive intervention effects on total screen-viewing time (-8.4 vs. -2.3%), and the likelihood of meeting recommendations on screen-viewing time (1.41 vs. 1.02 AOR) were more pronounced in secondary school pupils compared with primary school pupils. Intervention effects on total sedentary behaviour time (-15.3 vs. -11.2%) were more pronounced among pupils living in the urban area (compared to pupils living in the rural area). These subgroup differences imply that the regulatory intervention benefit more the groups known to have a higher rate of sedentary behaviour [ 29 ].

Interestingly, the observed reduction in electronic device use itself did not reach statistical significance following implementation of regulation. This could be viewed as a positive outcome if this is correctly inferred and not the result of reporting bias or measurement error. International data indicated that average sedentary and total screen time have increased among children due to the COVID-19 pandemic [ 12 ]. However, such interesting finding might be explained by the absence of lockdowns in Guangxi during both surveillance waves when most school-aged students outside China were affected by pandemic mitigation measures such as online learning.

Strengths and weaknesses

Our study has several notable strengths. This is the first study to evaluate the impact of multi-setting nationwide regulations on multiple types of sedentary behaviour in a large and regionally representative sample of children and adolescents. Still, to gain a more comprehensive view of the regulatory intervention on sedentary behaviour across China, similar evaluation research should be conducted in other regions of China. Furthermore, access to a rich longitudinal dataset allowed for more robust claims of causality. The available data also allowed us to measure the effect of the intervention on multiple sedentary behaviours including recreational screen-time and academic-related behaviours. Lastly, the large data set allowed us to explore whether the effect of the regulatory intervention varied across important subgroups, suggesting areas for further research and development.

Some limitations need to be taken into consideration when interpreting our findings. First, a common limitation in non-controlled/non-randomised intervention studies is residual confounding. We aimed to limit this by adjusting our analysis for confounders known to impact the variables of interest, but it is impossible to know whether important confounding may still have been present. With maturation bias, it is possible that secular trends are the cause for any observed effects. However, this seems unlikely in our study as older children may spend more time doing homework [ 23 ] and engage more in screen-viewing activities [ 30 ]. In this study, we observed reductions in these outcomes. The use of self-reported outcomes (social desirability bias) was a limitation and might have led to the intervention effects being over-estimated [ 13 ]. However, since our data were collected as part of a routine surveillance programme, pupils were unaware of the evaluation. This might mitigate reporting bias. In addition, the data were collected in Guangxi which might not representative of the whole population in China. Another limitation is using electronic device use time as a proxy measure of online gaming time. It is possible that electronic devices can be used for other purposes. However, mobile phones, handheld game consoles and tablets are the main devices used for online gaming. In this study, electronic device use time provided a practical means of assessing the broad effects of regulatory measures on screen time behaviours, including online gaming, in a large (province level) surveillance programme. In the future, instruments specifically designed to capture online gaming behaviour should be used in surveillance and research work.

Comparisons with other studies

Neither China nor other countries globally have previously implemented and evaluated multi-setting regulatory interventions on multiple types of sedentary behaviour, which makes comparative discussions challenging. In general, results of health behaviour research over the past decades have shown that interventions that address structural and environmental determinants of multiple behaviours to be more effective in comparison with individual-focussed interventions [ 31 ]. Furthermore, the continuous and universal elements of regulatory interventions may be particularly important explanations for the observed reductions in sedentary behaviour. Standalone school and other institution-led interventions may struggle with financial and logistic costs which threaten long-term implementation [ 13 ]. In contrast, the universality element of regulatory intervention can reduce or remove peer pressures and potential stigmatisation among children and teachers that are often associated with more selective/targeted interventions [ 24 ]. Our findings support WHO guidelines for physical activity and sedentary behaviour that encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge[ 8 ].

Implications for future policy and research

Our study has important implications for future research and practice both nationally and internationally. Within China, future research should focus on optimising the implementation of the regulatory intervention through implementation research and assess long-term effects of the regulation on both behavioral and health outcomes. Internationally, our findings also provide a promising policy avenue for other countries and communities outside of China to explore the opportunities and barriers to implement such programmes on sedentary behaviour. This exploratory process could start with assessing how key stakeholders (including school-aged children, parents/carers, schoolteachers, health professionals, and policy makers) within different country contexts perceive regulatory actions as an intervention approach for improving health and wellbeing in young people, and how they can be tailored to fit their own contexts. Within public health domains, including healthy eating promotion, tobacco and alcohol control, regulatory intervention approaches (e.g., smoking bans and sugar taxation) have been adopted. However, regulatory actions for sedentary behaviour are scarce [ 19 ]. Within the education sector, some countries recently banned mobile phone use in schools for academic purpose [ 25 ]. While this implies potential feasibility and desirability of such interventions internationally, there is little research on the demand for, and acceptability of, multi-faceted sedentary behaviour regulatory interventions for the purpose of improving health and wellbeing. It will be particularly important to identify and understand any differences in perceptions and feasibility both within (e.g., public versus policy makers) and across countries of differing socio-cultural-political environments.

This natural experiment evaluation indicates that a multi-setting, regulatory intervention on sedentary behaviour has been effective in reducing total sedentary behaviour, and multiple types of sedentary behaviour among Chinese school-aged children and adolescents. Contextually appropriate, regulatory interventions on sedentary behaviour could be explored and considered by researchers and policy makers in other countries.

Data availability

Access to anonymised data used in this study can be requested through the corresponding author BL, subject to approval by the Guangxi CDC. WZ and SVP have full access to all the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Abbreviations

Centre for disease control and prevention

Directed acyclic graph

Gross domestic product

Metabolic equivalents

Organisation for Economic Co-operation and Development

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Acknowledgements

We would like to acknowledge Dr Peter Green and Dr Ruth Salway for providing feedback on the initial data analysis plan, and Dr Hugo Pedder and Lauren Scott who provided feedback on the statistical analyses.

This work was funded by the Wellcome Trust through the Global Public Health Research Strand, Elizabeth Blackwell Institute for Health Research. The funder of our study had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

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Centre for Exercise, Nutrition and Health Sciences, School for Policy Studies, University of Bristol, Bristol, UK

Bai Li, Remco Peters & Charlie Foster

Public Health Wales, Cardiff, UK

Selene Valerino-Perea

Department of Nutrition and School Health, Guangxi Center for Disease Control and Prevention, Nanning, Guangxi, China

Weiwen Zhou

School of Public Health, Guangxi Medical University, Nanning, Guangxi, China

Yihong Xie, Zouyan He & Yunfeng Zou

Centre for Health, Law, and Society, School of Law, University of Bristol, Bristol, UK

Keith Syrett

Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK

Frank de Vocht

NIHR Applied Research Collaboration West (ARC West), Bristol, UK

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BL conceived the study idea and obtained the funding with support from WZ, CF, KS, YX, YZ, ZH and RP. BL, CF, FdV and KS designed the study. WZ led data collection and provided access to the data. YX, SVP and ZH cleaned the data. SVP analysed the data with guidance from BL, FdV and CF. BL, SVP and RP drafted the paper which was revised by other authors. All authors read and approved the final manuscript for submission.

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Correspondence to Bai Li .

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Ethics approvals were granted by the School for Policy Studies Research Ethics Committee at the University of Bristol (reference number SPSREC/20–21/168) and the Research Ethics Committee at Guangxi Medical University (reference number 0136). Written informed consent was obtained from each participant, and a parent or guardian for participants aged < 20 years.

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The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential competing interest.

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Li, B., Valerino-Perea, S., Zhou, W. et al. The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation. Int J Behav Nutr Phys Act 21 , 53 (2024). https://doi.org/10.1186/s12966-024-01591-w

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Received : 20 December 2023

Accepted : 04 April 2024

Published : 13 May 2024

DOI : https://doi.org/10.1186/s12966-024-01591-w

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• Sedentary behaviour
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International Journal of Behavioral Nutrition and Physical Activity

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