Teun Remmers

162 | Chapter 9 Development of context-specific PA patterns in transition between primary and secondary school When observing the log-transformed adjusted coefficients representing change to secondary school, the following can be observed. Before school, we found statistically significant increases in sedentary time at school grounds (probably due to earlier arrivals at school). In addition, we found increases of LPA minutes before school in active transport (Table 3). These increases were also seen during school (outside the school parcel) and after school hours. During school hours, we found a decline of LPA at the school parcel. Sedentary time at the school parcel also decreased whereas sedentary time and LPA minutes at other locations increased considerably. This may collectively mean that the minutes at the school ground during school hours decreased, and that this was replaced by minutes at other locations outside the school's parcel. Also, in contrast to the results presented in Table 2, adjusted models showed an increase of MVPA at sports grounds during school hours. With regard to the afterschool time, we found a decline of after school LPA at other locations. This was replaced by increases in sedentary time at the residence (Table 3). Finally, in weekends, we found non-significant but considerable decreases of LPA at sports grounds. As this was not replaced by sedentary time or MVPA, this could mean that children tend to spend less time at sports grounds. We also found some results that showed significant differences by gender. First, minutes of MVPA spent at shopping centres increased during weekends in the transition from primary to secondary school, which was significantly stronger for girls compared to boys (i.e. transition coefficient = 0.55 ( p <0.05) and -0.07 ( p >0.05) for girls and boys, respectively). Second, we found a decline of MVPA minutes spent at school grounds between primary and secondary school, which was stronger for boys compared to girls (i.e. transition coefficient = -0.24 ( p <0.05) and -0.05 ( p >0.05) for boys and girls, respectively).