Teun Remmers

Investigating PA patterns in the transition from primary to secondary school | 163 Table 3: Development of context-specific patterns of Physical Activity and Sedentary Time within the Transition from Primary to Secondary School Transition (follow-up versus baseline) Before School Time (log-transformed change in daily minutes) During School Time (log-transformed change in daily minutes) After School Time (log-transformed change in daily minutes) During Weekend Days (log-transformed change in daily minutes) ST LPA MVPA ST LPA MVPA ST LPA MVPA ST LPA MVPA Residence -0.11 -0.05 1 -0.19 0.04 1 0.13 0.03 1 0.09 -0.02 -0.14 School grounds 0.31 0.07 1 -0.09 -0.11 -0.07 2 1 1 1 1 1 1 Sports grounds 1 1 1 -0.16 -0.29 0.38 -0.14 -0.20 3 0.20 -0.06 -0.61 3 -0.18 Shopping centres 1 1 1 1 1 1 1 1 1 -0.06 -0.06 0.47 2 Active transport 1 0.42 3 1 1 0.37 3 1 1 0.22 3 0.03 1 -0.08 3 -0.08 Passive transport 1 1 1 1 1 1 1 1 1 -0.14 -0.23 1 Other locations 1 1 1 0.38 0.20 1 -0.18 -0.14 0.07 -0.06 -0.12 -0.07 Multivariate linear mixed models, adjusted for age, gender, period-specific wear time (e.g. after school), meteorological variables, difference in distance between home and school (follow-up vs. baseline), and the nested structure of days within children and children within schools. Dependent variables are log-transformed minutes of ST, LPA and MVPA in each context. Bold numbers represent statistical significance at p <0.05. 1 : too few data points to calculate multivariate model (see Table 2). 2 : statistical significantly interaction, indicating moderation of gender ( p <0.05). 4 : association significantly stronger for children with larger difference between in distance home and school (follow-up vs. baseline; p <0.05). 5 : association significantly stronger for children with smaller difference between in distance home and school (follow-up vs. baseline; p <0.05).