Relationship Between Built Environment Of Schools And Surrounding Areas And Physical Activity Of Children In Beijing

Objective: In recent years,domestic and foreign research results on children 's physical activity have shown that most children 's physical activity does not meet the WHO 's recommended MVPA,and physical insufficiency has become a prominent problem worldwide.As one of the children's main activity venues,the school and its surroundings provide children with many opportunities to participate in physical exercise,and studies have confirmed that the school or the surrounding environment of the school can affect children's physical activity levels.However,the current research only studies the school and its surroundings separately,without a combined study of the two,and does not pay attention to the overall characteristics of the environmental function in and around the school;and few studies use the combination of accelerometer and GPS research methods,ignoring The spatial specificity of children's physical activities is also studied;at the same time,fewer studies have adopted environmental auditing methods that support personalized collection of environmental data,making the research results less targeted.Therefore,the purpose of this study is to objectively measure the level of physical activity of children in and around the school,as well as the characteristics of the built environment in and around the school,to quantitatively analyze the relationship between the built environment in the school and the surrounding area and the physical activity of children in the corresponding area.Methods: Based on the existence of a 200-meter circular runway in the school and its position relative to the residential area,this study selected six schools and 360 4-6 grade students in the six schools in Beijing City as the research object.Using the boundary of the school fence as a starting point,five buffer zones surrounding the school 50 meters,100 meters,400 meters,800 meters,and 1000 meters away from the boundary are established respectively.The accelerometer and GPS are used to objectively measure the children in the school and around the school.Physical activity level in the buffer zone;ISCOLE school audit tool is used to collect six modules of environmental data on walking feasibility,cycling feasibility,sports and game facility support,other facility support,aesthetics,and school site suitability;Use EAST-HK environmental audit tool to collect the environmental data of the four modules of function,safety,aesthetics and destination in each buffer zone around the school.Finally,SPSS 22.0 was used to perform statistical analysis on all the data obtained.The opposite sample T test and one-way ANOVA were used to analyze the differences in physical activity between gender and grade.The mixed linear model was used to analyze the built environment and children 's Corresponding to the relationship of regional physical activity,physical activity data are dependent variables,all environmental data are independent variables,and children 's age,BMI,school duration,long break time,and lunchbreak duration are covariate variables.Results: Physical activity measurement results show that the average MVPA of children on school days is 40.71 ± 15.73 minutes / day,a total of 11.46% of the subjects meet the WHO 's recommended MVPA;the MVPA on the weekend day is 31.85 ± 18.75 minutes / day,a total of 6.67% of the subjects WHO's recommended MVPA.The MVPA of the school day for children is 24.741 ± 11.55 minutes / day.The MVPA in the 400-meter buffer zone around the school accounts for 77.44% of the total MVPA in the 1000-meter buffer zone around the school,which is the main distribution range of children's physical activities around the school.According to the audit results of school and surrounding environment,for schools with more than 200 m circular runway,the scores of walking to school,cycling to school,sports and game facilities,other facilities and aesthetics modules are relatively high;for schools semi surrounded by residential areas,the scores and total scores of function,aesthetics and destination modules of the surrounding buffer areas are the same Relatively high.The results showed that the feasibility of walking in school was negatively correlated with LPA(? =-1820.16,P = 0.000),LPA(? =-2591.29,P = 0.000)and MPa(? =-852.18,P= 0.004)of boys,girls and girls.The feasibility of cycling in school was negatively correlated with MPa(? =-312.03,P = 0.003),VPA(? =-1531.11,P = 0.001),MVPA(? =-1843.14,P =0.000),and positively correlated with LPA(? = 916.93,P = 0.000),MPa(? = 429.59,P =0.000)on school day.In school sports and game facilities support was negatively correlated with MPa(? =-373.72,P = 0.023),VPA(? =-2711.39,P = 0.000),MVPA(? = 802.67,P =0.000),and positively correlated with LPA(? = 1604.21,P = 0.000),MPa(? = 631.21,P =0.002)on school days for girls.Other facilities support in school was positively correlated with LPA(? = 233.66,P = 0.046),MPa(? = 265.95,P = 0.000),VPA(? = 1073.59,P =0.000),MVPA(? = 1339.54,P = 0.000),and negatively correlated with LPA(? =-352.05,P =0.002),MPa(? =-137.72,P = 0.000)on school day for girls.School aesthetics was positively correlated with MPa(? = 3744.16,P = 0.000),VPA(? = 17559.33,P = 0.000),MVPA(? =21303.49,P = 0.000)and negatively correlated with LPA(? =-4434.31,P = 0.002),MPa(? =-2060.03,P = 0.008)on school days for girls.The correlation analysis between the built environment of each buffer zone around the school and children's physical activity in the corresponding area on school day shows that the safety module score in the 400 meter buffer zone is related to the LPA(? =-1225.04,P =0.001)of boys and the LPA(? =-997.79,P = 0.0013),MPa(? =-241.97,P = 0.023),VPA(?=-738.87,P = 0.001)of girls in the buffer zone 038),MVPA(? =-989.36,P = 0.001)were negatively correlated.The score of aesthetic module in 1000 m buffer was positivelycorrelated with MPa(? = 603.53,P = 0.042)of boys and MPa(? = 277.08,P = 0.037),VPA(? = 1119.72,P = 0.014)and MVPA(? = 1393.20,P = 0.008)of girls.Conclusion: The scores of the five modules of walking school feasibility,cycling school feasibility,sports and game facilities support,other facilities support and aesthetics in school environment characteristics all have an impact on children's school physical activities on school day.Except that the school walking school feasibility scores are negatively correlated with the school physical activities of boys and girls,the other correlation analysis results have gender differences.Only aesthetic module scores are positively correlated with physical activities of boys and girls in the built-up environment around the school,while gender differences exist in the analysis results of safety module.Improving the built-up environment in and around the school is expected to improve children's physical activity level in the corresponding areas,but attention should be paid to the different effects of the school and surrounding environment on boys and girls.In order to provide a more accurate analysis of the relationship between school environment and physical activity,future research can increase the number of schools to expand the differences in built environment.