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Harmon BE. Rethinking physical activity for children: implications for the working poor. Transl Behav Med. 2017;7(1):69-71doi: 10.1007/s13142-017-0467-3.
Harmon, B. E. (2017). Rethinking physical activity for children: implications for the working poor. Translational behavioral medicine, 7(1), 69-71. https://doi.org/10.1007/s13142-017-0467-3
Harmon, Brook E. "Rethinking physical activity for children: implications for the working poor." Translational behavioral medicine vol. 7,1 (2017): 69-71. doi: https://doi.org/10.1007/s13142-017-0467-3
Harmon BE. Rethinking physical activity for children: implications for the working poor. Transl Behav Med. 2017 Mar;7(1):69-71. doi: 10.1007/s13142-017-0467-3. PMID: 28144836; PMCID: PMC5352651.
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Transl Behav Med. 2017 Mar;7(1):69-71. doi: 10.1007/s13142-017-0467-3.

Rethinking physical activity for children: implications for the working poor.

Translational behavioral medicine

Brook E Harmon

Affiliations

  1. School of Public Health, University of Memphis, 200 Robison Hall, Memphis, TN, 38138, USA. [email protected].

PMID: 28144836 PMCID: PMC5352651 DOI: 10.1007/s13142-017-0467-3

Abstract

Beauchamp, Rhodes, and Nigg propose a tripartite framework necessary for increasing physical activity among elementary-aged children. This framework includes legislation to increase time spent in physical activity during the school day, an extension of the school day for physical activity, and supervision of this time by trained teachers. If implemented, this framework could significantly increase the amount of time elementary-aged children spend in physical activity. Extending the school day also has the potential to alleviate child care anxiety in low-resource households as well as have farther-reaching family and societal impacts.

Keywords: Exercise; Families; Health disparities; Socioeconomic status

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