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Saskatchewan Population Health and Evaluation Research Unit Smart Cities, Healthy Kids smartcitieshealthykids.com PHYSICAL ACTIVITY PROFILE FOR Father Robinson School  

Transcript of 11 Father Robinson

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Saskatchewan Population Health and Evaluation Research Unit

Smart Cities, Healthy Kids 

smartcitieshealthykids.com

PHYSICAL ACTIVITY PROFILE FOR

Father Robinson School 

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YOUR SCHOOL’S PROFILE Thank you, Father Robinson School, for participating in the Smart Cities, Healthy Kids project.

Smart Cities, Healthy Kids is a three-year project sponsored by the Canadian Institutes of Health Research,

the Heart and Stroke Foundation of Canada, and the Health Research Foundation. We are centred in the

Saskatchewan Population Health and Evaluation Research Unit (SPHERU) at the University of Saskatchewan.

Our goal is to conduct research that will be of direct benefit to our research participants, partners, andcommunities in general. We aim to provide information, ideas, and assistance to those who work with

children to create innovative health intervention strategies. We are grateful for the opportunity to collect

data within the school systems and are happy to provide our results to those who have participated in this

study. This report focuses on the results from the Smart Cities, Healthy Kids questionnaire. We will continue

to provide updated information from subsequent research phases, as it becomes available.

Smart Cities, Healthy Kids  is pleased to provide this results profile for your school. Sharing information with

the community is made possible through the funding and support of the following organizations:

University of Saskatchewan

University of Regina

City of Saskatoon

Saskatchewan Population Health and Evaluation

Research Unit

Saskatoon Health Region

Canadian Institutes of Health Research

Heart and Stroke Foundation of Canada

Health Research Foundation

Saskatchewan Health Research Foundation

The principal investigator for this project is Nazeem Muhajarine, PhD. For more information regarding this

profile, the research project associated with it, or a complete list of contributing researchers, visit

smartcitieshealthykids.com or contact:

Tracy Ridalls

Research Manager 

Saskatchewan Population Health and Evaluation Research Unit

(306) 966-2237

[email protected]

Note: Please interpret some results with caution. The data for this profile may or may not be representativeof your school due to small sample sizes. In particular, if your school has fewer than 20 participants in this 

study, your results may not be representative.  However, you may still benefit from observing Saskatoon

trends, which are reported in most areas for comparison.

Throughout the report, you will find word bubbles titled “In Their Own Words…” These quotations come

directly from comments provided by students through the Smart Cities, Healthy Kids  questionnaire, and

provide unique insight into the student perspective.

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TABLE OF CONTENTS

Smart Cities, Healthy Kids: The Project 1

Understanding the Issue: Childhood Obesity 2

Participants from Your School  3

Gender Distribution 3

Grade Distribution 3

Age Distribution 3

Aboriginal Participants 3

Home Neighbourhoods 4

The Home Environment 4

Student Personal Perceptions 5

Body Weight 5

Academic Performance 5

Family and Peer Influences 6

Family Members 6

Friends and Peers 6

Reasons for Inactivity 7

Sedentary Behaviour 8

Screen Time 8

Sources of Physical Activity 9

Gym Class 9

Structured Activity 9 

Unstructured Activity 9 

The Neighbourhood Factor 10

Park Access 10 

Neighbourhood Perceptions 10 

Active Transportation 11

Food Consumption and Eating Habits 12

The Food Environment: Our Sister Study 13

References 14

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 Page 1PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

SMART CITIES, HEALTHY KIDS: THE PROJECT The goal of Smart Cities, Healthy Kids is to understand how urban planning and design can be used to encourage

children to be more physically active, thus slowing the rise in childhood obesity. Tackling the problem of childhood

obesity requires multiple approaches. Many people, from health professionals, funders, policy makers, and

researchers, to concerned parents, have identified environmental factors that can either help or hinder children

and adults to live more active lifestyles. However, there has been little research into how aspects of the urban

built environment in which we all live — such as buildings, roadways, sidewalks, parks, and green spaces- – can

encourage children to be physically active. By learning about what is and isn’t working in our current

neighbourhoods in Saskatoon, this study will help shape the design of future neighbourhoods, here and elsewhere

in Canada.

Research Question 1: How have the specific planning strategies that the City of Saskatoon has

used in its neighbourhoods contributed to the “active living potential” of these neighbourhoods? 

During the summers of 2009 and 2010, we assessed all 60 of Saskatoon’s residential neighbourhoods using two

research surveys: Neighbourhood Active Living Potential (NALP) and Irvine-Minnesota Inventory (IMI). NALP is a 22-

item survey that examines the activity friendliness, safety, density of destinations and universal accessibility of each

neighbourhood. “Activity friendliness” measures how suited the neighbourhood is to human -powered activities

such as walking, skateboarding, cycling, and wheelchair use. “Safety” measures physical and social characteristics

of the neighbourhood. “Density of destinations” measures destinations within the neighbourhood that people can

travel to, such as public parks, sports and recreational centres, bus stops, local events, and shops. IMI consists of

229 neighbourhood features that fall within five domains: attractiveness; diversity of destinations; pedestrian

access; safety from crime; and safety from traffic. With these two surveys, observers walked through all 60 of

Saskatoon’s residential neighbourhoods and recorded what they encountered. Each neighbourhood’s active

living potential was then assessed based on the results. Reports summarizing the results for each neighbourhood

can be found at smartcitieshealthykids.com.

Research Question 2: What is the relationship between a neighbourhood’s “active living potential”

and the physical activity levels and active transportation of the children between 10 and 13 who

live in that neighbourhood?We recruited 1,610 children to complete two, detailed physical activity questionnaires. The Smart Cities, Healthy

Kids  questionnaire was used to determine demographic information and self-perceptions related to physical

activity. The Modifiable Activity Questionnaire for Adolescents (MAQ-A) was used to gather data on the registered

and unregistered physical activities in which the children participate. A sub-group of 465 children was also

recruited to wear accelerometers for a week. Accelerometers are small, waist-mounted instruments that measure

physical activity directly. This report includes exclusively descriptive information from the Smart Cities, Healthy Kids

questionnaire.

Research Question 3: What do children and their parents think about the influence their

neighbourhood has on children’s activity levels? 

The first two research questions examine the relationship between systematically measured aspects ofneighbourhoods and children’s physical activity. Question three recognizes the importance of how children and

their parents feel about their neighbourhoods. To find out, we conducted in-depth interviews with 24 families

whose children had participated in earlier parts of the study. Each child was lent a digital camera with which to

take photographs of places and things that they feel help them to be active or prevent them from being active.

These photos were discussed in the interviews with the children, and have been included in presentations of the

research findings. In-depth interviews were also conducted with each parent about their perceptions of their 

neighbourhood environment.

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 Page 2PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

UNDERSTANDING THE ISSUE: CHILDHOOD OBESITY 

Child health concerns in Canada have focused in recent years on rates of

obesity and physical inactivity among children. Evidence points to a rising

percentage of children that are overweight or obese and experiencing

associated health problems. These trends are a cause for concern and

indicate a significant childhood obesity and physical inactivity crisis. In

fact, if the current trends continue, we will have a generation of childrengrowing up for the first time with poorer health status and lower life

expectancy than that of their parents.

What's the Prevalence of Childhood Obesity in Canada? 

In 2004, 26% of Canadian children and youth aged 2-17 years were

overweight or obese, including 8% who were obese. Overweight and

obesity among Canadian 2-5 year olds remained the same between 1979

and 2004 (21%), with obesity reported at 6.3% in 2004. Overweight and

obesity doubled among Canadian 6-11 year olds between 1979 and 2004

and obesity tripled among Canadian adolescents aged 12-17 years.1 

What's the Prevalence of Childhood Obesity in Saskatchewan? 

In 2007/2008, one-quarter (25%) of youth in Saskatchewan were

overweight or obese; this was a 16% increase over 2001. Notably, in the

same year, more than half (57%) of youth in Saskatchewan were physically

inactive, and the rate of inactivity rose more than 17% since 2001. 

Canadian Physical Activity Guidelines

For health benefits, children (age 5 to 11) and youth (age 12 to 17) should get at least 60

minutes of moderate to vigorous physical activity (MVPA) daily. This should include vigorous-

intensity activities (enough to raise your heart rate) at least 3 days per week and activities that

strengthen muscle and bone at least 3 days per week. More daily physical activity provides

greater health benefits.2

Quick Fact:

Only 7% of Canadian

children and youth aremeeting the Canadian

Physical Activity

Guidelines.4

“I think physical activity is

important for when we'reyounger so we can be fit

and healthy when we're

older.” 

“Being physically active

makes you have a

healthier mind/body andmakes it easier to live.

Without being fit the world

would be an unhealthy

place.” 

• Type 2 diabetes

• Hypertension

• Sleep apnea

• Impaired balance

• Orthopedic problems

• Glucose intolerance and

insulin resistance

• Low self-esteem

• Negative body image

• Depression

• Negative stereotyping

• Teasing and bullying

• Social marginalization

Health and Social Problems associated with Childhood Obesity3 

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Page 4PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

Home Neighbourhoods

The Home Environment

The graph to the right shows the distribution of home

neighbourhoods for the student participants. With the

open school district, most schools had a wide range

of home neighbourhoods represented in the student

participant sample. This is important to recognize

because it provides insight when analyzing topics

such as active transportation, distance to park space,

and participation in school activities.

The graphs below show the parent-child living arrangements and number of siblings living in the same household

for students from your school compared to students from all schools. The household context has been recognized

as an important factor in sport participation rates in adolescents: the parent/guardian arrangement, family

income, and other family members’ sports participation levels can all have an impact.8 This impact can be

understood in a number of ways. A child’s home environment can determine, for example, the type of adult

modeling behaviour children could emulate, the number of other individuals with whom to engage in physical

activity, the level of access to different types of activity (in terms of money, time, or transportation), and the level

of support and encouragement provided.

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 Page 5PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

STUDENT PERSONAL PERCEPTIONS

Body Weight

Although external influences can have a strong impact on physical activity

levels in children, so too can internal self-perceptions and self-esteem.

Indeed, confidence levels can be important for children when engaging in

activities that expose their vulnerability. The physical activity questionnaire

included some questions about body weight and academic performance.

We asked students to indicate how they felt about

their own body weight. The graph to the right shows

the percentage of students who felt they were over/

underweight by 5 pounds or more and those who

felt their weight was okay.

A US study found that lower body satisfaction is

associated with lower levels of physical activity in

adolescents and higher levels of sedentary activity.9

 Another Canadian study found similar results in that

self-perceptions of body composition and condition,

as well as sport skills, were significant determinants of

physical activity levels.10 Therefore, efforts aimed at

encouraging active participation should stay away

from approaches that could also contribute to

decreased body satisfaction.

Student Perception of Academic Standing

Grade Range (%) Father Robinson All Schools

80 and above 91% 74%

70 to 79 5% 14%

60 to 69 4% 6%

59 and below 0% 6%

Academic Performance

The graph and chart to the left show how students at

your school compare to how students at all schoolsperceive their academic performance and standing.

Academic performance can be connected to

physical activity. On one hand, school marks and

student perceptions of academic performance have

an effect on confidence levels, self-esteem, and

perceptions of control over personal outcomes.11 Each

of these can be a factor in student physical activity

participation levels. On the other hand, physical

activity is shown to have benefits for mental activity in

children and youth12 and is positively linked to

attention, memory, and executive functions (such as

abstract thinking).13 Therefore, physical activity and

academic performance can be self-reinforcing:

greater physical activity levels can lead to better 

academic performance and vice versa. However,

poor performance in either area could also have a

negative impact on the other.

“Sometimes I feel

embarrassed about

doing something wrong

in a sport.” 

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 Page 6 PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

FAMILY AND PEER INFLUENCESChildren’s behaviour can be influenced by the behaviours they observe in people around them. It is important to

take into account the type and sources of behaviour modelling to which children are exposed.

Family Members

Friends and Peers

The physical activity questionnaire asked the students

how often they saw any of their family membersparticipate in sports or exercise activities over the

previous 30 day period. The graph to the right shows

the results from students from your school compared

to students from all schools. It is important to note that

several students never or rarely observe family

members in exercise. National data suggests that few

Canadian adults are meeting the Canadian Physical

Activity Guidelines for Adults,4 which indicates that few

parents are modelling appropriate physical activity

levels for their children.

Friends can also have a significant influence on

children’s participation in physical activity.8 The

physical activity questionnaire asked students how

many of their closest friends exercise regularly and

how often they had seen any of their friends

participate in physical activity. The graphs to the right

and below show results from your school compared to

all schools. An Ontario study found that children are

more likely to be active if 3 or more of their close

friends are also physically active.14 Further, children

report that participating in physical activity with

friends increases their enjoyment of the activity.15 

However, it is important to note that peer influence

can both encourage or discourage participation.

“I could bike to the

park with my brother

and sister cause theylove going to the park,

so it would make me

and them more active

and healthier.” 

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 Page 7PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

REASONS FOR INACTIVITY

If physical activity intervention and obesity prevention strategies for 

children are to be successful, it is important to understand why children are

not meeting recommended physical activity guidelines. The Smart Cities,

Healthy Kids questionnaire asked kids what kinds of things most often kept

them from being active. The graph below highlights the reasons that

students from all schools most identified with.

“I wish I had more time

and got around to

doing physical activity

every day!” 

Bad weather 

I felt lazy

Too much

homework 

Familyresponsibilities

Not enough

time

Couldn’t get

a ride

Area was

not safe

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Page 8PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

SEDENTARY BEHAVIOUR

There has been a lot of focus recently in health intervention research

on the role of sedentariness in childhood obesity. Children who are

sedentary for several hours a day are less likely to meet the physical

activity guidelines.16 Sedentary behaviour is associated with

“unfavourable body composition, decreased physical fitness,

increased risk for metabolic syndrome and cardiovascular disease,decreased self-esteem, behavioural problems and decreased

academic achievement.”17 Further, it has been found that health risks

associated with sedentary behaviour increase as sedentary time

increases.

Canadian Sedentary Behaviour Guidelines for School-Aged Children18 

For health benefits, children (age 5 to 11) and youth (age 12 to 17) should minimize the time

they spend being sedentary each day. This may be achieved by:

1. Limiting recreational screen time to no more than 2 hours per day; lower levels are associated

with additional health benefits.

2. Limiting sedentary (motorized) transport, extended sitting, and time spent indoors throughout

the day. 

Sedentary behaviour is time

when teens are doing very little

physical movement. Some

examples are:

• Sitting for long periods

• Using motorized transportation

(such as a bus or a car)• Watching television

• Playing passive video games

• Playing on the computer 

Screen Time

Sedentary behaviour is often associated with some form of screen

time. The graph below displays how many hours per day students

reported engaging in various forms of screen time, including

watching TV or videos/DVDs, playing video games, or using thecomputer. Research shows that every hour of screen time children

and youth accumulate translates into 1/3 of an hour less being

physically active.5 

“It would be good if

parents gave a timing

or a limit a day on the

computer or on anyelectronics.” 

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 Page 9 PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

SOURCES OF PHYSICAL ACTIVITYGym Class

The graph to the left shows how many days

per week students report attending gym

class. Classroom time devoted to physical

and health education curricula is important

for the health of children and youth. The

importance of this time is two-fold: it can

both increase the time children spend

being active, and provide them with health

literacy that they can apply in their daily

lives outside of the classroom.19 A study on

the predictors of obesity found that each

additional weekday that adolescents

participated in physical education

decreased their odds of being overweight

as an adult by 5%.20

Structured Activity

Unstructured Activity

Children involved in organized sports and

physical activity programs have higher 

overall levels of physical activity21 and are

more likely to meet the physical activity

guidelines.16 The graph to the right shows

how often students engaged in physical

activities with a coach over a 30 day

period.

Physical activity doesn’t have to be

organized and scheduled. Indeed,

unstructured forms of active play can help

children increase their physical activity

while also contributing to social,

emotional, and cognitive development.19

The graph to the right shows how often

students engaged in physical activities

without a coach over a 30 day period.

“It should be youdon’t have to be

good at the sport to

 join.” 

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 Page 10 PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

THE NEIGHBOURHOOD FACTOR

Park Access

Children with access to playgrounds, parks, and

recreational facilities in their neighbourhoods are

more likely to be physically active and less likely to be

overweight.22 The graph to the right shows that most

children in Saskatoon have adequate access to

neighbourhood facilities, which is in line with other 

Canadian cities.19 However, several studies suggest

that park access alone is not a strong determinant of

park usage; other factors that influence park use are

look of the park (upkeep and condition), presence of

amenities (footpaths, wading pools, picnic tables),

and safety.23 

Neighbourhood Perceptions

Children are more likely to be active outside of school if they perceive their neighbourhood as safe.24 We asked

the participants questions about their perception of safety in their home neighbourhood. The graph below shows

the percentage of students who responded feeling “safe,” “pretty safe,” or “very safe.” It is important to note that

very few children in Saskatoon felt unsafe in their neighbourhood.

However, perhaps more importantly, parents need to perceive that their neighbourhood is safe if they are to allow

their children the freedom to engage in independent play and mobility outside. A national survey suggests that

18% of parents agree or strongly agree that safety concerns are an issue in their neighbourhood. 25 Neighbourhood

safety concerns commonly cited by parents are harm from strangers, road safety, personal injury, and bullying. 26 

Indeed, parental perceptions of neighbourhood safety can have a strong impact on children’s physical activitylevels. Research shows that independent mobility in children has drastically reduced over time: in an effort to

minimize safety risks to their children, parents have restricted their children’s free time away from adult

supervision.27-31 Having to coordinate active outdoor play with parents’ schedules and willingness to supervise may

be a hindrance to the amount of unstructured activity children ultimately engage in, which may prove to be

more harmful to their wellbeing in the end.

“The park should

have more street

lights to make it less

scary.” 

This Smart Cities, Healthy Kids study has a particular interest in understanding

how a child’s neighbourhood impacts their physical activity. Accordingly, the

Smart Cities, Healthy Kids  questionnaire asked the students some questions

about park space and how safe they feel in their home neighbourhood.

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 Page 11 PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

Quick Fact:

On a national level, the

most commonly

reported barrier to

active transportation isthe distance between

home and school. 

ACTIVE TRANSPORTATION

Some National Figures:34 

24% of parents say their children use

only active modes of transportation in

trips to and from school. (20% walk, 4%

bike)

62% of parents say their children rely on

only inactive modes of transportation in

trips to and from school. (24% by car,

34% by bus/train, 4% mixed modes)

14% of parents say their children use a

combination of active and inactive

modes of transportation to and from

school.

With parent and school support, active transportation can be a safe

and inexpensive way to increase physical activity levels. Some

schools have explored ideas such as “walking school buses,” or 

policies requiring students be dropped off a safe walking distance

from school or discouraging parents who live close by from driving

their children to school.19 Research has shown that active

transportation is most likely to be adopted if the built environment has

strong street connectivity and pedestrian infrastructure, parents

perceive the route to school to be safe, and families have “strong

social ties with neighbours and emotional satisfaction with their 

neighbourhood.”32-33 

The graph below shows how often students from your school reported

walking or biking to school compared with students from all schools.

The two graphs below show the reasons for not walking or biking to school reported by students from your school

compared to students from all schools. For comparison, a 2008-2009 National Family Intervention Survey reported

reasons given by parents for motorized transportation included inclement weather (21%), convenience and time

pressures (18%), driving somewhere else anyway (17%), distance to school is too far (16%), traffic danger (11%) and

personal safety issues (11%).35 

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 Page 12 PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

FOOD CONSUMPTION AND EATING HABITSPhysical activity alone is not sufficient to mitigate against obesity: proper nutrition must also be considered. There

is a direct link between food consumption, nutrition, and overall health outcomes, including obesity. The Smart 

Cities, Healthy Kids questionnaire included some questions about each student’s food consumption patterns and

eating habits. The results from this portion of the questionnaire provide a general impression of children’s food

and nutrition health in Saskatoon. Smart Cities, Healthy Kids has launched a sister study to further investigate the

role of the food environment on children’s health. (The details of the study can be found on the following page.)  

Proper nutrition and food consumption habits contribute to better overall health, increase energy, provide

stronger muscles and bones, and lower the risk of chronic health problems.36  Canada’s Food Guide suggests

children between ages 9-13 should consume 6 daily servings of fruits and vegetables, 3-4 daily servings of milk or 

milk alternatives, 6 daily servings of grain products, 1-2 daily servings of meat and meat alternatives, and should

limit unsaturated fats.36 Consumption of saturated and trans-fats and sugar-sweetened drinks, along with missing

breakfast, are all contributing risk factors associated with childhood obesity. 37-38 The charts below show your 

students’ self-reported food consumption patterns.

drink pop,

fruit drinks, or 

energy drinks?

eat fast food?

eat fruit?

eat vegetables?

drink milk?

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THE FOOD ENVIRONMENT: OUR SISTER STUDY 

Smart Cities, Healthy Kids  has received additional funding from the Canadian Institutes of Health Research and the

Saskatchewan Health Research Foundation for a sister study evaluating the impact of the food environment on

childhood obesity. The food environment refers to how easily we, and our children, can access nutritious food in the

neighbourhoods in which we live. We are interested in where food stores and restaurants are located in Saskatoon andhow nutritious the foods they carry are. By incorporating data on body weight of children, we ultimately hope to support

the development of improvements to health policy and practice in Saskatoon, and also provide information that would

benefit the nutrition and health of children and families.

Question 1a: What is the geographical distribution of food stores and fast food restaurants in Saskatoon and

how is this distribution related to neighbourhood demographic and socio-economic profiles?

During the first four months of the study (September-December 2010), Geographic Information Systems (GIS) tools were

used to complete maps of fast food restaurants, grocery, convenience, specialty, and all other food stores in all

Saskatoon neighbourhoods. This process has already been initiated by Public Health Services (Saskatoon Health Region);

parts of the city where food access is limited have already been identified and can be related back to demographic

and socio-economic profiles.

Question 1b: What are the differences in food environments, such as location of different types of food

stores and food quality, between higher and lower socioeconomic status neighbourhoods in

Saskatoon?

The consumer nutrition environments of chain supermarkets, smaller grocery stores, convenience stores and restaurants

have been measured using a Canadian adaptation of the Nutrition Environment Measures Survey for Stores (NEMS-S)

and the original Nutrition Environment Measures Survey for Restaurants (NEMS-R). Scores will be calculated for each store

using availability, quality, and price, and for each restaurant using availability, nutrition information, and price. Using these

scores, we will then develop a series of maps showing the distribution of the quality of the food environment within all

residential neighbourhoods in Saskatoon. We will also add selected demographic and socio-economic variables to

assess the relationship between the food environment and neighbourhood income levels.

Question 2: What is the relationship between the quality of the food environment available, as

measured by (NEMS-S) and (NEMS-R), in Saskatoon neighbourhoods, and the dietary intake and body

weights of children aged 10-13 years living in those neighbourhoods?

We will recruit approximately 100 children from each of the 20 neighbourhoods that show the most and the least

positive food environment characteristics based on the previous study data collection (GIS and NEMS). Children will

participate in a food frequency questionnaire (FFQ) for dietary assessment that will be self-administered in class. A

research assistant will also measure heights and weights in order to calculate body mass index (BMI) and determine

body weight status. The questionnaire includes questions on socio-demographic characteristics, and our analysis will

account for things like parental educational level, parental income, proportion of families with no vehicles, and

proportion of lone parent families.

Question 3: How should the information collected in this study be shared in order to facilitate change

that will improve food environments for Saskatoon, and then in other cities in other regions of the

country?

Interviews will be conducted with various governmental, health region, and community-based officials to share

preliminary results, ask for feedback, and discuss policy change options to improve the food environment in Saskatoon.

The results will be compiled into a document that will be disseminated widely.

Page 13PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

PLEASE CONSIDER ASSISTING OUR RESEARCH AGAIN WHEN WE RETURN TO SCHOOLS IN THE SPRING OF 2012.

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 Page 14PHYSICAL ACTIVITY PROFILE FATHER ROBINSON SCHOOL 2011

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2. Tremblay MS, Warburton DER, Janssen I, Paterson DH, Latimer AE, Rhodes RE, et al. New Canadian physical activity guidelines. Appl

Physiol Nutrition Metab. 2011; 36:36-46.

3. Koplan J.P, Liverman CT, Kraak VA. (Eds.). Preventing Childhood Obesity: Health in the Balance. Committee on Prevention of Obesity

in Children and Youth. Food and Nutrition Board. Washington, D.C.: The National Academies Press, 2004.

4. Tremblay M, Shields M, Laviolette M, Craig C, Janssen I, Connor Gorber S. Fitness of Canadian children and youth: Results from the

2007-2009 Canadian Health Measures Survey. Health Rep. 2010;21:1-14.

5. Tell Them From Me Survey 2008-2009. Unpublished Data Analysis. From Active Healthy Kids Canada (2011). Don’t Let This Be The Most

Physical Activity Our Kids Get After School. The Active Healthy Kids Canada 2011 Report Card on Physical Activity for Children and

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